Adopting e-Social Work Practice: Pedagogical Strategies for Student Decision Making to Address Technology Uncertainty

ABSTRACT

Student technology uncertainty was investigated in an introductory e-Social Work (e-SW) practice course. e-SW practice includes technology-mediated advocacy, research, and services delivery. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy surveys and student reflections. There were significant measurable changes in the practice self efficacy scale and sub-scales. Thematic analysis demonstrated the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for further development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work.

Additional information

Funding

This work was funded by a curriculum enhancement grant from the Indiana University—Purdue University Indianapolis Center for Teaching and Learning [TF 57120778.].

Notes on contributors

David A. Wilkerson

David A. Wilkerson is an assistant professor at Indiana University School of Social Work and director of the school’s online MSW graduate program. His research, service, and teaching focus on delivery of ICT-mediated social work services. Specific interests include technology designs that enhance the contribution of peer support for online psychoeducation training with caregivers of the young and aged. Samantha N. Wolfe-Taylor is a Clinical Assistant Professor, and M. Killian Kinney is a doctoral candidate at Indiana University School of Social Work.