|U of TX at Arlington School of Social Work||Prof. Dick Schoech, email@example.com|
|SOCW 6355-001 Advanced Use of IT in Human Services, Thurs2-4:50pm||http://wweb.uta.edu/faculty/schoech/cussn/courses/6355/|
|Classroom=SWC A114; Office-A214, Hrs: Tues 12-2 & Weds 12-2|
This is the copy handed out in Session 1. Updates of due dates are made on the homepage and may not be made on this syllabus.
|Weekly Session Topic|
|Quick Course Overview|
|Session 1: Course introduction and overview|
|Session 15: Course wrap up|
4.5 Social Work Practice: Social work practice content is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and assets; collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
SOCW6355 - ADVANCED USE OF INFORMATION TECHNOLOGY IN HUMAN SERVICES (3 -
Provides the knowledge and skills to assess needs/capacities and develop technology-based solutions to individual, group, family, administrative and community problems in any culture. Covers information systems, decision support systems, multimedia, human services software and internet applications. Classes held in classroom and webcam classroom, see http://wweb.uta.edu/faculty/schoech/cussn/courses/6355/syllabus_6355.htm. Prerequisite: DP (Direct Practice) students: SOCW 6325; SOCW 6326 or concurrent enrollment; or SOCW 6336 or concurrent enrollment. CAP (Community and Administrative Practice) students: SOCW 6371 or concurrent enrollment.
Electronic technologies support most complex processes in modern societies, e.g., airline travel. Technology can support human service practice and make it more accessible and effective. Many computer and telecommunication tools exist that allow practitioners to find, collect, store, manipulate and present information to support practice decisions and monitor interventions. Some of these tools are databases, spreadsheets, graphic presentation, multimedia, computer based training, expert systems, performance support systems, distance learning, geographical mapping, simulations, games, assistive devices, smartphones, and the Internet. Other tools exist that can perform routine social work functions independent of a practitioner, e.g., information & referral, stress reduction, diagnostics, prevention intervention, cognitive interventions, etc. This course examines information technology-based support tools and systems, their development, and their use in human service practice. The major student assignments involve developing a personal web page and exploring a technology based solution to a human service problem/situation. The aim is to make students critical consumers and potential designers of technology based tools and systems. This course is approved as a Direct Practice or Community and Administrative Practice elective for MSSW students.
SOCW 6355 addresses the following MSSW community and administrative practice concentration objectives.
· Objective 2. Identify, critically evaluate, and apply appropriate, evidence-informed interventions at the agency or community level
· Objective 3. Critically analyze and apply a variety of community and administrative theories to practice.
· Objective 4. Demonstrate skills in ethical and empowerment-based social work practice, taking into account the impact of race, gender, sexual orientation, ability, culture, religion, national origin and other client characteristics in organizations, and communities.
· Objective 7. Engage in life-long learning and activities to update and improve professional knowledge and skills
This course relates to and advances the program objectives by allowing students to design approaches to practice that are based in technology. Students develop technology solution options while (a) applying systems and decision making theories, (b) examining how data/information/knowledge can be quickly processed via technology to provide evidence for practice, and (c) examining the issues involved when using technology based solutions to human service problems. Those completing the course will have the foundation knowledge to continually keep up to date with technology, which is important as they are frequently selected by agencies to head their technology planning and development efforts.
Upon completion of this course, students will be able to:
1. View social work as a profession where decision making can be supported by finding, collecting, manipulating, modeling, and presenting data, information, and knowledge.
2. Examine current human services software and telecommunications tools, such as an internet homepage & video meeting places, that can be used to support clients and human service practice.
3. Understand the process of applying computer-based tools to a human service decision or situation.
4. Critically examine the potentials and limitations of developing and implementing technology that supports a human service decision/situation of the student's choice.
5. Experience use of the internet as a tool for learning, problem solving, and supporting practice, e.g., chat, voice chat, video chat, blog, social networking, etc.
6. Assess the impact of information technology on social work values of social and economic justice, stakeholder participation, empowerment, and diversity.
General information. This course uses a traditional classroom and a webcam classroom for teaching. The webcam classroom may be used for classes sessions 3-13. Attendance will be recorded and unexcused absences will result in a lower course grade (see grading). Other Internet tools (Web site, email, listservs, blog, social networking site, etc.) migh be used. Since the Internet is in its infancy, technical problems exist. Students with slow or unreliable connections to the Internet may experience some technical problems in a webcam classroom. Some email accounts might strip attachments from emails. Grade points will not be deducted due to technical problems. However, students are expected to make every effort to participate in class activities and to do make-up exercises if technical problems occur.
Tool used: Several technology tools will be used to illustrate their capacity to increase class communications. The class will use a listserv mailing list called CSPCLASS. Students will be added to the CSPCLASS listserv using their official UTA email address. Those desiring to receive listserv emails at another email address should logon to the web using that account and go to http://wweb.uta.edu/faculty/schoech/cussn/listserv.htm and subscribe using the other email address. Students are expected to post information to CSPCLASS, and to regularly check for listserv messages. The class will also use a blog for reflective learning for the first part of the course. The course will use Adobe Connect as the webcam classroom. Enter as a guest and use your name so classmates know who you are. You will need to complete several technical tasks to become ready for the class and first webcam session.
Small group work: To provide experience in working in online groups, students will perform some assignments in small groups, e.g., prepare for the class debate. Also, several students may team up to work on the technology application project, parts A & B. Students working in groups may take a group or individual grade. Groups may need to submit the contribution form.
Guest speakers: Throughout the semester, we will invite experts from around the world to our online class sessions for approximately 30 minutes to discuss specific topics of interest. The class will select guest speakers several weeks in advance of their participation.
Individual consultation: Expect to have at least two 15 minute or longer individual consultations on your technology application project during the semester. These can be after class or via webcam or phone. One meeting will occur in the formative stages of your application project and one toward the end of your project. The focus will be on your learning needs and to insure your course project are correctly focused.
Experimentation: We will experiment with Internet software that allows groups to interact or perform specialized tasks via the Web or smartphone apps. Students can also experiment with new software as part of the application review assignment.
Prerequisite: SOCW 6371 is a co or prerequisite for CAP students. SOCW 6325 is a co or prerequisite for DP students. The course assumes a basic understanding of personal computers and the ability to access and use the Internet. Students should have: (1) a fairly recent computer, (2) cable or DSL Internet access, (3) the latest UTA supported version of Office (Office 2007 including SharePoint Designer), Internet Explorer, or FireFox.
Schoech, D. (1999). Human Services Technology, New York: Haworth. Text is available free when registering for Calling Cards at www.husita.org
Articles and web sites will be added as the semester progresses and student's preferences are known. All readings are available online from the UTA library. Click on the SW e-journals tab on the homepage.
The class has the following assignments. (Numbers behind the assignments indicate the learning outcomes achieved)
Weekly posting on a classroom blog.
A blog will be used for reflective learning and for experiencing the use of a blog. A blog posting will be expected each week on the topic of the session. Blog postings can be to the instructor's post or to the post of another student. Blog postings will be part of the class participation grade. The blog will
also be used to guide class content. We will blog on classes 2-5 only. Blog postings are due by 10am the day of class. Blogs entered from 10am until class starts get 1/2 credit. Blogs entered after class starts will not receive any points. [1, 5] Personal homepage:
Asynchronous discussion group report.
Technology Application Paper, Part A: Analysis.
Technology Application Solution Informal Discussion.
Technology Application Paper, Part B: Solution Design.
Develop a personal homepage (Due by session 9)
Application reviews (5 reviews at 20 points each) (Due by session 8)
Application paper Part A: Decision/situation ANALYSIS (Due session 12)
Application paper part B: Decision/situation SOLUTION design (Due session 15)
|Participation; attendance at classes 2-15 (65), Blog entries (20 points for sessions 2-5); discussion list report (25) (Class discussion, discussion group report, listserv resource sharing, helping others, etc. (40)||
A=900-1000 points; B=800-899; C=700-799; D=600-699; F=less than 599 points. Helping other students can earn you up to 25 points, see course homepage, extra credit assignments.
Classroom meeting. Student introductions, course overview, mechanics overview, Course website overview, how to practice safe computing. Feedback on how well am I doing.
Classroom meeting: Basic concepts of technology, information, hardware, software, networking, results of learner's needs assignment, discuss personal Web sites, learner's needs assessment using responses to the form provided,
Text: Ch. 1, (Scenarios-skim) Ch. 2 (Basic concepts/historical perspective), & Ch 9 (hardware and software) skim for basic concepts.
Reading: O'Looney, J. (2005). Social work and the new semantic information revolution. Administration in Social Work, 29(4). 5-34. (available via UTA e-journals, see homepage link)
Assignments: All students will: (1) review the class Web site (http://wweb.uta.edu/faculty/schoech/cussn/courses/6355/), (2) do the tasks that need to be done before the first webcam session
Online: Internet tour of current uses of technology for policy, community practice, management, group practice, direct practice, and self help. From the text, identify 2 applications that you think will be useful in your future practice. Discussion on how social workers currently use technology. Review netiquette (net etiquette).
Text: Ch. 3 (Generic Applications), Ch 4 (Management Applications), Ch 5 (human services Applications)
Reading: Barak, A., Hen, L., Boniel-Nissim, M., & N. Shapira. (2008). A Comprehensive Review and a Meta-Analysis of the Effectiveness of Internet-Based Psychotherapeutic Interventions. Journal of Technology in Human Services, 26(2/4), 109-160
Reading: Schoech, D., Basham, R., and Fluke, J. (2006). A Technology Enhanced EBP Model. Journal of Evidence-Based Social Work, 3(3/4), 55-72.
Assignment: Suggest that application review #1 submitted. Look at The Software Connection for possible applications to review.
Online: The change process, information as a resource, system development process, successful technology transfer. Decide debate topics, schedule, and teams.
Text: Ch. 6 (Developing IT applications)
Reading: Schoech, D., Interoperability and the future of Human Services (document provided)
Assignments: Suggest that application review #2 be submitted.
Online: Discuss systems and decision making theories and their impact on system design.
Text: Ch. 7 (Systems and Decision Making Theories)
Reading: Peng B. W. & Schoech D. (2008). Grounding online prevention interventions in theory: Guidelines from a review of selected theories and research. Journal of Technology in Human Services, 26/2-4, 376-396.
Review from 6371: Theory at a glance, http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf
Assignments: Suggest that application review #3 be submitted. One paragraph preliminary project description submitted before class via web form
Online: Exploring how human service professionals view and use information and technology.
Text: Ch 8 (Human service information needs)
Assignments: Suggest that application review #4 submitted.
Online meeting: The relationship of hardware and software to system design.
Text: Ch 9 (Hardware and Software influences)
Online: Generic and custom software, information acquisition, storage and retrieval needs.
Text: Ch. 10 (Information storage and retrieval influences)
Assignments due: All 5 application reviews due.
14-18Mar11, Spring Break
Online: Internet, Intranet, Web tools, developing Web applications
Text: Ch 11 (Networking & Telecommunication Influences)
Reading: Review "From data to intelligence" from session 4
Web: http://www.nrccwdt.org/xml/intro.html Review this child welfare interoperability effort using XML
Assignments due: Student homepage completed
Online: System monitoring and evaluation, maintenance and support.
Text: Ch 12 (Managing, supporting and evaluating IT).
Podcast: KERA (THINK website) The Secret to Getting Things Right [2010-01-13 podcast] Atul Gawande, author of "The Checklist Manifesto: How to Get Things Right" (Metropolitan Books, 2010) (23mb file so it takes time to download)
Assignments: Analysis paper (Part A) or URL to web version of paper due via email before class.
Online: Issues, ethics, etc.
Reading: Finn, J. Bruce, S. (2008) The LivePerson Model for Delivery of Etherapy Services: A Case Study. Journal of Technology in Human Services, 26(2-4)
Web: NASW/ASWB Technology Standards http://www.socialworkers.org/practice/standards/NASWTechnologyStandards.pdf
Text: Ch 13 & CAS Contests BiotechUnion by Chip Henry and Virtual therapy: An interview a noted technotherapist by Kris. http://wweb.uta.edu/faculty/schoech/cussn/fictfut.htmAssignments: Forms due for grading students' homepage.
Part A paper due by midnight of class day
Assignments: Web form of Part B due for early feedback.
Readings to be based on class projects, guest speaker, other activities.
Assignments due: Solution design paper or paper URL emailed before class.
Attendance at sessions 2-14 is worth 60 points, see grading. Points may be granted for circumstances beyond the student's control, e.g., medical emergencies, court appearances, etc. Work related excuses are rarely granted attendance points, e.g., requirements to work extra, attendance at training or conferences, etc. Students should negotiate time off with their employers. Requests for points for emergency absences should preferably be requested before class.
Refer to university drop policy
The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.
As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.
It is the philosophy of The University of Texas at
Arlington that academic dishonesty is a completely unacceptable mode of conduct
and will not be tolerated in any form. All persons involved in academic
dishonesty will be disciplined in accordance with University regulations and
procedures. Discipline may include suspension or expulsion from the University.
"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101, Section 2.2)
The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. These programs include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.
The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.
All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.
A listserv will be used for course communications. Students will be subscribed to the listserv using their UTA email address. It is the student’s responsibility to subscribe using another address if they desire and to check listserv emails.
Since files will be shared during this class, students must keep their virus scanning software current. Free antiVirus software is available from UTA, see link from the course web site. Scanning your computer weekly is recommended.
Recycling and sustainability: Please help our fragile environment by recycling this paper when finished, as well as plastic bottles, cans, etc., in the many recycling stations available in the building.
Please help our fragile environment by choosing digital over paper when possible and by recycling paper, plastic bottles, digital equipment, etc., in the many recycling stations available in the SSW building. UTA also helps recycle old electronic equipment, see http://www.uta.edu/sustainability/. Sustainability is a social and economic justice issue as those most vulnerable in our world suffer the most due to pollution and environmental degradation.
For abstracts of all articles, book reviews, software reviews, and web reviews that have appeared in the Journal of Technology in Human Services, see http://wweb.uta.edu/faculty/schoech/cussn/jths/titles.htm Other professionals also maintain lists. One good one is by Azy Barak.
Baskaran A., & Muchie, M., (2006). Bridging the Digital Divide: Innovation Systems for ICT in Brazil, China, India, Thailand and Southern Africa. London: Adonis-Abbey
Cortés, M. & Rafter, K.M. (2007). Nonprofits & technology: Emerging research for usable knowledge. Chicago: Lyceum.
Cortes, M. & Rafter, K.M., (2007). Nonprofits & technology. Chicago: Lyceum.
Derrig-Palumbo, K & Zeine F. (2005). Online therapy: A therapist's guide to expanding your practice. New York: WW Norton & Company.
Dunlop, J.M., & Holosko, M.J. (Eds.) (2006). Information technology and evidence-based social work practice. New York: Haworth.
Finn, J. & Schoech, D. (Eds.). (2009). Internet-delivered therapeutic interventions in human services: Methods, interventions, and evaluation. NY: Routledge.
Gerson, G. D. (2006). Public information technology and e-governance: Managing the virtual state. Boston: Jones and Barlett.
Goss, S & Anthony K. (2003). Technology in counselling and psychotherapy: A practitioner's guide. Hampshire, UK: Palgrave Macmillan
Hsiung, R. C. (Eds). (2001). E-therapy: case studies, guiding principles, and the clinical potential of the Internet. New York: W. W. Norton & Company.
Kraus, R., Zack, J. & Stricker, G. (2003). Online counseling: A handbook for mental health professionals. Orlando, FL: Academic Press.
Maheu, M. M., Pulier, M. L., Wilhelm, F. H. & McMenamin, J. P. (2005). The mental health professional and the new technologies: A handbook for practice today. New Jersey: Lawrence Erlbaum.
Malone, J. F., Miller, R. M. & Walz, G. R. (Eds.). (2007). Distance counseling: Expanding the counselor’s reach and impact. Ann Arbor: Counseling Outfitters.
Peizer. J. (2006) The dynamics of technology for social change: Understanding the factors that influence results. New York: iUniverse, Inc.
Schiller, P., (2005). Information technology for social work. Boston: Allyn and Bacon.
Stofle, G. S., (2001). Choosing an online therapist: A step-by-step guide to finding professional help on the web. Harrisburg, PA: White Hat Communications.
Ó 2011, Please request permission to reprint or use this syllabus
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