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Experiential Exercises for theDevelopment of ComputerLiteracy Among Social WorkUndergraduatesJerry Finn PhD aa Social Work Department , University of NorthCarolina-Greensboro , Greensboro , NC , USAPublished online: 20 Oct 2008.

To cite this article: Jerry Finn PhD (1990) Experiential Exercises for the Developmentof Computer Literacy Among Social Work Undergraduates, Computers in HumanServices, 7:1-2, 137-148

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COURSE DEVELOPMENT

Experiential Exercises for the Development of Computer Literacy

Among Social Work Undergraduates Jerry Finn

SUMMARY. This paper describes exercises and assignments used to promote computer literacy among social work undergraduates. These exercises were used as course assignments in an elective course for seniors, "Information Technology and Human Ser- vices." Exercises met four criteria: (1) they assume no previous computer experience or knowledge, (2) they are directly related to human services practice, (3) they promote mutual support, (4) they are experiential. Exercises include use of word processing, data- base, spreadsheet, electronic mail, privacy invasion, shopping for a computer system, and impact of information technology on the larger society.

The potential placement of corn uter literacy exercises in the so- 'i cia1 work curriculum is discussed. t is suggested that a single expe- riential course best meets the need for promoting computer literacy among social work students.

The computers in human services literature has described the po- tential of information technology to affect social agency practice

Jerw Finn. PhD. is affiliated with the Social Work Department, Universitv of North karolina-~re&sboro, Greensboro, NC.

O 1990 by The Haworth Press, Inc. All rights reserved. 137

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138 COMPUTER LITERACY IN HUMAN SERVICES EDUCATION

(Phillips, 1986; Hedlund et al., 1985; Taylor, 1981; Boyd, Clark, and Hanson, 1980; Sullivan, 1980; Quinn, 1976), has provided de- scriptions of microcomputer use in individual agencies (Pardeck and Murphy, 1986; Schwartz, 1984; Hale and DeL'Aune, 1983; Schoech and Schkade, 1980; Jaffe, 1979; Schoech, 1979), and has made projections of the future use of information technology by human service agencies (Geiss and Viswanathan, 1986; La Men- dola, 1985, Taylor, 1981; Ramm and Gianturco, 1973). There is little doubt that human services are rapidly adopting information technology in managing services and, to an increasing extent, in facilitating provision of direct services. A study of private nonprofit agencies in the Southeast (Finn, 1987) estimated that by 1990 three- fourths of private nonprofit agencies would utilize microcomputers and that, in more than 30 percent of the agencies, direct service workers will be using the computers. The use of computers is no longer a technology of the future for human service agencies, but an essential part of social work practice today.

In response to the need for computer literacy among social work practitioners, many schools of social work have initiated computer education courses at the MSW level and, increasingly, at the BSW level (Gingerich, 1986). There is as yet no agreement about what the content of these courses or what the manner of presentation of the materials should be. There are also few curriculum materials available which are immediately relevant to social work students. Most training materials focus on applications to business or to the field of education; few applications of information technology to the human services are available to meet the unique requirements of social work students.

This paper presents a series of experiential exercises used in an undergraduate elective course, "Information Technology in Human Services," which were designed to address this need. The exercises meet the following criteria:

1. The exercises assume no previous computer experience or knowledge on the part of the students. Most social work stu- dents see themselves as persons who are "people"-oriented. They come with little or no inclination to engage with ma- chines. Several students even have described themselves as "computer phobic." The teacher's assumption of complete

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Teaching About Computers 139

ignorance on the students,' part tends to reduce their anxieties and gives them permission for asking the most elementary questions.

2. The exercises are directly related to human service practice. Social work students are practice-oriented. Exercises must be pragmatic rather than theoretical, and immediately relevant to their own lives or their agency field placement. Exercises include functions commonly cited in the literature: word proc- essing, database, spreadsheet and "compunication" (e.g., e- mail), as well as computer-related concerns such as security1 confidentiality of data and shopping for a computer system to meet agency needs.

3. The erercisespromote mutual support. Exercises are designed to be self-paced to avoid pressure and competition. In addi- tion, students are encouraged to use each other as consultants. Many exercises are to be completed by pairs of students who co-author an assignment.

4. The exercises are experiential. Experiential education is at the heart of a' practice profession. Social work emphasizes experi- ential education, using field placements and video-laboratory courses to'teach practice skills. Information technology exer- cises, using a computer and software, also teach skills which can enhance professional practice.

The course is an elective which is available to social work seniors as well as to agency practitioners returning for continuing educa- tion. It meets once a week in the evening for three consecutive hours. This allows employed agency personnel to take the course and permits adequate time for lecture and laboratory experience. In general, the first forty-five minutes is devoted to lecture and discus- sion and the remaining time is spent in the microcomputer labora- tory.

The microlab contains 18 IBM PC dual floppy computers which are connected on a network. They share three dot matrix printers. Each student has access to herhis own microcomputer. The lab is open to all university students, but is reserved for the social work

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course during class hours, Social work students also have access to the lab at times other than regular class meetings.

EXERCISES

1. Word Processing

In agencies which use computers, word processing is widely used for clerical functions and they are increasingly being used also for maintaining client records, fundraising, and production of bro- chures and newsletters. In studies of agency satisfaction with com- puters, the wordprocessing function -is ghen the highest rating (Finn, 1987). ' Students are taught wordprocessin using Wordperfect software and a self guided manual (Finn, 198 f ). The agency-related project is to develop a one page brochure or information sheet describing an agency program. This may be used for clients, fund raising, or in- teragency communication. Students ape encouraged to utdize the merge functions to personalize their information. Student projects have included: a description of domestic violence services, a fund- raising brochure for a refugee resettlement project, an elder abuse information sheet, and an advertisement for a new mental health program. In addition, students must develop a resume for employ- ment in the human services and must use word processing for all course assignments.

Comments

Given the amount of word processing students do for this course, I believe that the resume writing assignment is unnecessary. Stu- dents often use word processing to write Papers for other courses; they get ample practice.

A few students did not have typing skills when they started the course. They felt at a considerable disadvantage. A typing tutorial (such as PC-Type or Typing Tutor IV) should be made available to students who need to improve their skills.

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2. Database

Database is the basis for agency record keeping. It is used in the development of management information systems (MIS) to track clients and services for administrative decision-making. It is also used to maintain client information, such as Intake, Social History, and Assessment and Outcome records. In addition, agencies use database files for personnel records and mailing lists.

students are taught to use PC-FILE 111, a shareware, menu- driven, nonrelational database program. Students are taught data- base design and the basic database functions of creating, editing, displaying and deleting records, as well as how to generate tailored reports. Practice exercises utilize a database of the agencies in- volved in the field placement program. This serves to stimulate stu- dents' interest and involves information which they can relate to immediately.

The students' major project for the semester involves using PC- FILE I11 to solve an information problem in their own field agency. Students must choose a problem that can.be solved within the con- straints of the software (42 fields per record, nonrelational). Thus, they must choose a simple problem. Students not only learn to de- velop and use a database, but, more importantly, they go through the process of identifying information needs, interviewing potential users of the system and doing the kinds of trial and error with feed- back development necessary to create a useful system. One student in a Refugee Resettlement agency noted that many children of Cam- bodian refugees had names differing from their fathers (under which name the record was kept). When schools called about cer- tain children, it was difficult to locate the record belonging to that family. The student developed a family file, listing all family mem- bers and pertinent demographic information. A search could be made for family members under any name in the database. This system was demonstrated to and later adopted by the agency. An- other student developed a brief client demographic sheet for the emergency room staff at the mental health clinic who could not access regular records after 5:00 PM. This system was especially useful for staff dealing with clients who repeatedly used emergency room services, who often arrived in the early morning hours. At the end of the semester, all students demonstrated their projects to the

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class and, whenever possible, to their agency. Some students brought their supervisors to the lab for a demonstration. (The use of portable equipment for students to take to the agencies is the next logical step. This already is being done at the University of Denver, School of Social Work.)

Comments

Students rate this exercise as most valuable. A few students are frustrated by the limitations of the data base program. They can conceptualize relational files and/or need more than the alloted number of fields. I encourage students to map out their "ideal" data base design on paper, but I believe that a simple data base program is best suited for a first project.

3. Spreadsheet

Spreadsheets form the basis for manipulating numerical data. The use of computers for accounting and financial management is among the most widely used computer functions in human service agenzes. They are used in agencies for budgeting and accounting Durposes as well as for maintaining client data such as outcome measures in behavioral programs oAracking group therapy attend- ance, participation, and fees. The "what if" ability of spreadsheets is especially useful in simulating the potential impact of budget cuts or other financial changes on agency programs.

Students are taught to use PC-Calc, a shareware spreadsheet package with limited, but adequate report generation capabilities. Teaching exercises involve use of a spreadsheet to obtain informa- tion about a simulated agency budget and a behavior modification program. The assignment is to keep a personal budget for two months using a spreadsheet. Students must develop "what i f " questions and calculations regarding their own budgets.

Comments

A few students had difficulties with the spreadsheet exercise be- cause of a deficiency in basic math skills. The freedom to "con- sult" with other students was especially helpful in allowing these students to obtain some impromptu tutoring.

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Teaching About Cornputen

4. Electronic Mail

A recent study of computers in human services found that 22 percent of agencies utilized a modem and that the highest training interest among agencies with microcomputers was in the area of interagency networking via computer (Finn, 1987). Businesses al- ready make extensive use of data transfer and conferencing via mo- dem, and human service agencies are likely to follow suit. Elec- tronic mail is ideal for busy workers who must coordinate services with a number of agencies and who spend considerable time away from the office as well. Electronic mail provides the ability to send a great deal of information quickly as well as to have a record of all transactions for all involved workers. Communicating via elec- tronic mail, however, involves different skills than face to face or telephone communication. For example, workers cannot rely on nonverbal reactions to assess the impact of their communications. They must learn how to be polite and/or friendly "on line."

Students use VDTs (video display terminals) connected to the university mainframe computer to do e-mail assignments. In one exercise each student is assigned to be a caseworker at either the department of social services, mental health clinic, or the night shelter for the homeless (all local agencies). Each agency would have separate and limited information about, for example, a disori- ented client brought to the night shelter at 2:00 AM by the police. Students must share information and develop a case plan via elec- tronic mail. Issues of confidentiality, accuracy, expediency, and written communication are discussed.

In addition, each student is given an account, user name and password on the mainframe computer. Students are assigned to send and to respond to at least one electronic mail message during the semester, and are encouraged to communicate with each other frequently via e-mail.

Comments

This exercise was rated highly by students, although many con- tinued to believe that their agencies would never have access to electronic mail services. The School of Social Work at the Univer- sity of New Mexico is presently training field students and agency

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personnel to use telecommunications through its CUSS netnode. Social Work educators must offer continuing education to human services personnel if they are to make use of telecommunications for electronic mail, case management, and accessing on line infor- mation data bases.

5. Privacy Invasion

A recent survey of private nonprofit agencies which utilize microcomputers found that fewer than 10 percent of agencies had an ethics committee to review policy and procedures related to use of computerized data (Finn, 1987). The inherent dangers and poten- tial problems involved in computerized record keeping have been described (Logsdon, 1985; Large, 1984; Berger, 1975; Westin, 1966). These include inadvertent error in data entry, failure to up- date and/or modify records, use of data for purposes other than initially intended, disclosure or transfer of data to another person/ agency without consent, failure to acknowledge the extent of infor- mation maintained on a computer system, and failure to advise cli- ents of their rights with regard to their (computerized) records. Given the ease with which data can be maintained and transferred and the increasing interest among human services agencies in inter- agency networking, ethical guidelines for maintaining client rec- ords should be included in any information technology course.

In order to give students a personal experience in this regard, students are told to fill out a highly personalized information sheet including finances, religious preference, drug/alcohol use, venereal disease history, grade point average, and counseling~psychotherapy history. The questionnaire begins with computer related informa- tion (e.g., "Do you own a microcomputer?") and gradually asks more personal information. Students are told that this information is part of "a research project about students who take computer courses" and that filling out the form is a "course requirement." Discussion follows about who was willing or unwilling to fill out the questionnaire and to provide accurate information, clients' right to withhold information, and security and confidentiality issues re- garding use of client data.

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Comments

Some concern has been raised by both colleagues and students that the exercise itself is "unethical" since students are not told the truth about the intent of the questionnaire. Several students guessed that the form was not "real" and others refused to fill it out. While I believe that the pretense added to the reality of the exercise and to the following discussion, the gain may not be worth the potential ethical violation.

6. Microcomputer Shopping

As the cost of hardware and software decreases, many agencies currently without computers will purchase them. Those agencies which have already computerized will expand their systems and look for other software to meet their needs. Many agencies report problems in selecting appropriate hardware and software and in finding knowledgeable, unbiased consultants (Finn, 1987). Human service personnil must be informed about current hardware and software options and be able to speak intelligently with a computer dealer about agency needs.

Students, in pairs, are assigned to shop for a computer system for a small agency. They must "purchase7' hardware, software and peripherals on a budget of $7500. Students must visit at least three local computer dealers and must compare these experiences with shopping through a mail order magazine such as PC Magazine. Students were initially told to say that they were shopping for a microcomputer system for a fictitious community agency. Some students, however, were uncomfortable about "lying7' to a pro- spective computer dealer. Students were told to say that they were "exploring options for a community agency7' or that they were "given an assignment to shop for a computer for a community agency." Students were assigned to write a brief paper describing their experience and a justification of the system they had "pur- chased."

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Comments

Students found this exercise interesting, but quite time consum- ing. There is much to be taught in a limited time in an introductory course of this nature. If the work load were to be reduced, I would eliminate this exercise.

7. Microcomputer Scrapbook

The information technology revolution will have an extensive impact on society, both directly and indirectly affecting the clients sewed by human service agencies. It is predicted that information technology will result in large scale changes in employment, health, education, business practices, recreation, personal relationships, distribution of power and wealth, and general lifestyle patterns (Geiss and Viswanathan, 1986; La Mendola, 1985, Taylor, 1981).

Students are required to keep a semester long scrapbook of news- paper stories, magazine articles, cartoons, advertisements, and TV show descriptions related to the impact of information technology on society and asked to integrate this information by writing a brief paper on their views of the year 2000.

Comments

Students seemed to enjoy this exercise a great deal. Several com- mented that making the scrapbook reinforced class discussion that the information technology revolution was not in "the future," but is happening now. Each week students were encouraged to share their latest information technology discovery at the beginning of class. I believe that the value of the exercise is in producing the scrapbook. The brief paper could be optional.

CURRICULUM PLANNING

These exercises were designed for use in an experientially based elective course for senior social work undergraduates. Since most social work undergraduates have little or no previous experience with computers, a semester long course provides the time and sup- port to teach basic skills as well as issues related directly to the human services. These exercises could be integrated into various

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Teaching About Computers 147

courses in the curriculum in lieu of a separate course. The database project could be part of an assignment for field placement and mon- itored through the integrative field seminar. The spreadsheet and computer shopping assignment could be placed in the second se- mester methods course dealing with management and administra- tion. Issues of security and confidentiality of client data are natu- rally part of Professional Skills/Interviewing and Methods courses. The integration of computer related assignments into the general social work curriculum, however, requires basic computer literacy among both students and social work faculties. At this time neither can be assumed. Until such computer literacy is widespread, a sin- gle, experiential course is recommended.

CONCLUSION

The experiential exercises have been evaluated by students for two semesters. Student reactions are invariably "high": high inter- est, high involvement, high frustration. Over the course of the semester students lose their initial anxiety and disinclination re- garding "that machine." It is often replaced with a love/hate rela- tionship: love for the power and expediency of being able to use such a versatile tool, and hate for the time-consuming experience of procedures not working right the first (and sometimes tenth) time they are tried. The most frequent complaint of students is that there is too much work involved in the course. In addition to doing course work on the set of exercises, someone always manages to erase her/ his work (and learns the importance of back-up) or loses a disk. Printers will not work, disk drives will not release disks, and typo- graphical errors require endless changes . . . Everything takes three times'as long as they expected. Such is the nature of acquiring com- puter literacy.

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