THE UNIVERSITY OF DENVER

GRADUATE SCHOOL OF SOCIAL WORK

SOWK 4971: Social Work and Information and Communication Technologies
3 credit hours

Professor Walter LaMendola, PhD Spring Quarter 2007

(303) 871-2796 wlamendo@du.edu Craig 477, Office Hours: 11-12 Tues

COURSE SYLLABUS

I COURSE DESCRIPTION AND RATIONALE

Information and communication technology (ICT) availability and use has increased at an
astonishing rate over the past decade. Social workers now use and encounter information
and communication technologies in their professional practice regardless of setting or
population served. These technologies range from the telephone to the video play station.
Despite their proliferation, they are often driven by values that do not consider social work
values of importance – and social workers are not well prepared to deal with the context and
consequence of ICT technologies.

Social workers – unlike some other professions – must not only use ICT as tools, but they
must also exercise a professional responsibility to judge technologies and their application
and question whether or not they promote effective human services, social and economic
justice, a good quality of life, and a multicultural community. Presently it is rare that a
social worker develops or produces ICT applications to alleviate and prevent social
problems affecting individuals, families and communities – though that may soon change.
But whether or not they produce such applications, social workers can be prepared to
influence or encourage ICT applications that support the social work code of ethics.

This course is intended for students in advanced clinical (work with individuals, couples and
families) or community practice (work in administration, community organizing and
development, policy analysis and advocacy) who are interested in the effective use of these
technologies and in developing critical skills that allow them to question, critique, and/or
influence the development of communication and information technology applications. The
course is designed as primarily an experiential course, but also as one that provides the
student with a background in the history, use, and application of ICT in the social work
profession.
 In summary, the course will focus on social workers as users of technology and as
questioners of technology. The dual focus will examine communication and information
technologies using a tool metaphor, but extending that metaphor to expose the production of
cultural artifacts that have ethical consequence and that profoundly influence social
development while transmitting social value.

III EDUCATIONAL OBJECTIVES

This course intends to prepare students to

• Increase their familiarity with ICT applications in use in social work and how they are
constructed
• Understand the potential of ICT in social work
• Judge whether populations of interest to social work are or can be empowered via
technological innovations
• Survey the present landscape of communication and information technology
applications, primarily on the Internet, that are specifically related to professional social
work, such as:
Social work knowledge bases
Social work agencies
Social work interventions
Social advocacy
Social work education and training
Ethics
Diversity
Digital divide
Cyber abuse
Cyber counseling/therapy
• Learn how social work practice skills are presently applied in interactive ICT
applications.
• Learn higher level (ICT) skills for advanced social work practice, including use of newer
tools, such as blogging, podcasting, learning management systems, and wikis.

IV READINGS
Required: B. J. Fogg. (2003) Persuasive Technology: Using Computers to Change What
We Think and Do (This book is also available as an electronic resource through Penrose
Library)

V METHODS OF TEACHING
This course utilizes a combination of experiential learning techniques, including
individual investigation, electronic presentations, projects of various types, and
exploration of electronic materials. In addition, there are exercises, discussions, readings
and facilitation by the instructor.

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VI CONTENT ON SPECIAL POPULATIONS
Throughout this entire course, we will be examining content of historically oppressed
populations including ethnicity, gender, age, sexual orientation, religion/spiritual beliefs,
socioeconomic status, language, differing abilities, geography, and developmental stages. These
topics are crucial to social workers. Each student should be prepared to examine her or his own
feelings regarding the above material.

VII COURSE OUTLINE

First session Brief overview of course.
Experiential Examination of the Pew Internet & American Life Project
Exploring persuasion on the Web
Finding persuaders of interest to social work
Setting up student ICT resources
Readings: Fogg. Preface, Introduction, Chapter 1, pp. ix-22.

Second session The Functional Triad

Assignment #1 due: identify ICT in use in field agency
Experiential: Examples on the Web
Computers as tools – increase capabilities
Computers as medium – provide experiences
Computers as agents – create relationships
Review student ICT resources
Putting field ICT into the functional triad.
Sorting through field ICT pieces and pick focus for wiki
Reading: Fogg Chapter 2, pp23-29
Suggested
Falk, D., (2004). Selected websites for high-to-low end NPO website development.
Journal of Technology in Human Services, Vol. 22(3), 81-88. Available through
university e-journals.
Freddolino, P. (2003). Agency utilization of free Internet web sites. Journal of
Technology in Human Services, Vol. 22(1), 67-73. Available through university e-
journals.

Third session Computers as Persuasive Tools

Assignment #2 due: Find computer products on Web to explore wiki social work
practice focus. Link and describe them on wiki.
Experiential: Reduction: persuading through simplifying
Tunneling: persuading by guiding
Tailoring: persuading by individualizing
Suggestion: persuading at the learning moment
Self-monitoring: persuading by tracking
Surveillance: persuading through observation
Conditioning: persuading through reinforcement
Blog setup, wiki links , set up feeds
Reading: Fogg Chapter 3, pp31-59

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Fourth session: Computers as Medium
Assignment #3 due: Use second life: report experience on wiki.
Experiential Cause and effect experiences
Simulated environments
Simulated objects
Reading: Fogg Chapter 4, pp 61-87
A Bill of Rights for the Information Age (Glastonbury and LaMendola, 1992) at
http://www.du.edu/~wlamendo/techumanity/techumanity.html
Suggested
Review Wikipedia entry “World Summit on the Information Society”
http://webxact.watchfire.com/ A site to test web sites for accessibility.
Bricout, J. (2001). Making computer-mediated education responsive to the
accommodation needs of students with disabilities. Journal of Social Work Education,
Vol. 37, No.2 (Spring/Summer 2001), 267-281. Available through university e-journals.

Fifth session: Computers as Social Actors

Assignment #4 due: Use rethos.com, neopets.com: report experience on wiki.
Experiential Persuasion using cues
Persuading using language
Persuading using social dynamics
Persuading using social roles
Reading: Fogg Chapter 5, pp 89-120

Sixth session: Mid course evaluation

Assignment #5 due: Review student projects from Netherlands. Comment on each on
wiki.
Experiential Computer credibility
Credibility types
Consolidation of materials: student critique of course wikis and blogs.
mid-course evaluation by students
students discuss individualized project
Reading: Fogg Chapter 6, pp 121-145

Seventh session: Cyberabuse

Assignment #6 due: Review the rippleeffects.com and true.com websites: report
assessments on wiki using web credibility grid
Experiential Web credibility
Credibility studies
Trustworthiness and the Web
The Web Credibility Framework
The Web Credibility Grid
Review of major areas of cyberabuse of interest to social work
student work on individualized projects
Reading: Fogg Chapter 7, pp 147-181
Suggested

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Finn, J., Kerman, B. (2004). Internet risks for foster families online. Journal of Technology in
Human Services, 22 (4), 21-38. Available through university e-journals.
Spence-Diehl, E. (2003). Stalking and technology: The double-edged sword. Journal of
Technology in Human Services, Vol. 22(1), 5-18. Available through university e-journals.

Eighth session Social work ICT with mobility and connectivity

Assignment #7 due: Review ning.com, tribe.net, cyberbullying.us. Report on wiki
Experiential Persuasion through mobile technology
Persuasion through connected technology
student work on individualized projects
Reading: Fogg Chapter 8, pp 183-210

Ninth session Social work ethics & the ethics of persuasive technology
Assignment#8 due: Go to the Mayo clinic depression assessment Website. Assess the
website from a social work ethical standpoint
Experiential Is persuasion unethical?
Ethical concerns
Examining intentions, methods, and outcomes
Use with vulnerable groups
Stakeholder analysis
student work on individualized projects
Reading: Fogg Chapter 9, pp 211-239

Session ten Looking Forward

Assignment #9 due students construct a social work ICT vision statement, comment on
the fit with each of the future trends in captology, and put it in their wiki/blog.
Experiential Students present individualized projects
Course discussion
Course evaluation
Reading: Fogg Chapter 10, pp 241-253

VIII EVALUATION OF STUDENT PERFORMANCE

Each weekly assignment will contribute a maximum of 10 points toward the final grade. The
individualized project will contribute a maximum of 10 points toward the final grade. The
individualized project is a creative task asking that the student imagine and describe a
persuasive computing product that motivates behavior change

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 Assessment Classification Range Grade Grade Point
Excellent Work 94-100 A 4.0
(above course expectations) 91-93 A- 3.7
88-90 B+ 3.3
Good Work
84-87 B 3.0
(meets course expectations)
81-83 B- 2.7
78-80 C+ 2.3
Poor Work
74-77 C 2.0
(meets minimal course expectations)
71-73 C- 1.7
Failing Work 70-0 F 0.0
Incomplete* ( I )
*will only be given in accordance with the policies in the Student Manual

IX POLICY CONCERNING STUDENTS WITH DISABILITIES

If you have a disability protected under the Americans with Disabilities Act (ADA) and
Section 504 of the Rehabilitation Act and need to request accommodations, please make
an appointment with the Disability Services Program (DSP); 303-871-2372, located in
Driscoll South, Suite 30. The Handbook for Students with Disabilities is available online
at http://www.du.edu/disability and is also available from Carole Fee Ivanoff, Director
of Student Services for GSSW students. Once documentation has been received by DSP
and the accommodation(s) afforded, please meet with your instructors as early in the
quarter as possible to discuss how the accommodation(s) will be implemented and how
your needs can be appropriately met.

X POLICY CONCERNING ACADEMIC INTEGRITY & ETHICAL CONDUCT

Students taking this course are expected to adhere to the NASW Code of Ethics, the
GSSW Ethical Behavior and Conduct statement in the student handbook, and the rules
regarding Academic Dishonesty, also found in the student handbook. Students are
expected to demonstrate professional behavior at all times, showing respect to peers,
instructors, and diverse points of view. The University of Denver Honor Code defines
plagiarism as representation of another's work or ideas as one's own and fabrication as
falsification or creation of data, research or resources to support academic submission.
Both are academically dishonest and grounds for disciplinary action.

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