Running head: WEB DEVELOPMENT: PRACTICE AND EMPOWERMENT
Web Development: A Skill for Practice and Empowerment Brien L. Bolin and Linnea F. GlenMaye Wichita State University School of Social Work 1845 Fairmount Wichita, KS. 67260-0154 Office: (316) 978-3087 / 7250 E-Mail:
[email protected] Fax (316) 978 - 3328
Abstract This paper presents an innovative web-based approach to teaching technological practice skills to MSW students. Students enrolled in a community empowerment course were given the task of learning the basics of web design and of creating useful, informative, and empowering web sites for at-risk communities. This assignment was challenging to almost all students and a source of anxiety to many. Twenty student reflections on this assignment were collected and the narrative statements analyzed to determine how students self-evaluated the worth and effectiveness of this pedagogic exercise. Student and instructor insights on the use of web technology to empower students and communities are presented in this paper.
Web Development: A Skill for Education and Empowerment Introduction Graduate school is often filled with experiences that are challenging, but which fall within the comfort zone of social work students. A recently implemented curriculum in advanced generalist practice gave faculty in our school a chance to develop a macro level course that incorporated innovative and challenging ways to teach administrative and community skills to concentration level students. Faculty teaching this course, Community Empowerment and Social Administration, gave much thought to the kinds of skills that social work practitioners and administrators need in today’s social service environment. These skills increasingly call for computer skills that go beyond word processing and spread sheet abilities to include knowledge and facility in use of the internet (Giffords, 1998; Holden, Rosenberg, & Meenaghan, 2000; Martinez, & Clark, 2001). Changes in technology and social work education must change in order to meet the demands of society. Sandell and Hayes (2002) conclude “. . . our teaching and learning environments are being driven to change by the influences of technology,” (p. 85). Knowledge and skills in internet use are, in fact, critically important in a climate of rapid development and transfer of information for social work practice. Other professions, such as medicine, recognize the benefits of the World Wide Web as a resource and a tool to educate, inform, and keep in touch with clients (Saunders, 1998). Social work curricula increasingly include use of the internet in course assignments and as a resource for practice (Berman, 1996; Holden, Rosenberg, and Meenaghan, 2000; Vernon, 2001). In this regard, Giffords (1998) states, “For social workers and other human services professionals anywhere in the world, the internet increases access to empirical and practice knowledge and also facilitates information exchange” (p. 244).
Thus, as social work educators it is our obligation to stay current with technologies that will impact our students and subsequently consumers. As faculty explored the ways in which the internet could be incorporated into the curriculum, it became clear that the internet is much more than information: it is also a powerful tool for practice. Agencies serving at-risk communities can use the internet to provide resources, information, and services effectively and efficiently. Therefore, faculty determined that the ability to create effective web sites is a critical skill for advanced generalist MSW students. The assignment described below provides a skills base for macro practice, and is a source of empowerment for a community in need of web-based resources and also for the students who learn concrete and transferable technological skills for social work practice. The Web Assignment Students were given the task of developing a web site appropriate for publication on the World Wide Web. Students created the web site through use of Microsoft Front-Page. The assignment was a group project, and students worked in groups of four to six students to develop a site that would assist an at-risk community via the web site. The groups were assembled at the beginning of the semester, and were purposively composed of a mix of students with a range of existing skills and comfort with computer technology. To date, 14 different web sites have been developed, with a range of topics represented, including international student resources, women’s empowerment, hate crimes, elder services, and children with disabilities. Students were led through the process of web development, beginning with a basic introduction to the internet and basic skills of web page development, and ending with publishing the sites on the World Wide Web, either on the school’s web site, or through publishing on other domains.
Several mini assignments guided students through the process of web page development. The assignments were based on tips and strategies suggested in web development guide books. First, students developed a theme that informed and empowered a population at risk; then they determined what resources and information to include on the page, and finally they created hyper-links and information exchange tools within their pages (Lowe, 1999; Martinez and Clark, 2001; Saunders, 1998; Yaffe and Gotthoffer, 1999). Upon completion of the project at the semester’s end, students presented their web sites to the entire class, and described the internal and external links and the rationale for the form and content of the web site. This final presentation was empowering for both the student and the instructor, and ultimately for the community of focus as well. Student Reflections Because of the novelty of this assignment, faculty teaching the course thought it would be important to evaluate the assignment from the perspective of the students taking the course. Students were asked to reflect on the experience and to write a brief narrative response to three questions that addressed the major purposes of the assignment. These questions asked students to comment on the process and worth of the assignment. The student narratives were compared and the major themes are presented below. Notably, the student responses to the assignment were uniformly positive.
Student Feelings about the Assignment Students were overwhelmingly enthusiastic about the assignment and the learning that occurred. Students suggested that they had a great sense of accomplishment in terms of learning a challenging skill, completing a group project, and being able to assist a community in a concrete and effective way. One student wrote, for example, “Designing the web site was fun and exciting! I obtained all necessary resources in order to have the information for the web site.” Another wrote, “I feel that I have learned a wealth of knowledge through this class. Computers are a foreign object to me, so this class was extremely challenging. Through the web project I was able to explore many opportunities.” Another stated, “I learned so much.our group meets frequently and we share all tips and experiences.” Overall, students felt that the web development assignment was beneficial, particularly in terms of web skills and comfort in accessing and effectively using the internet. Future Benefits of the Assignment Several students suggested that knowing how to develop web pages would benefit their future practice. One student, for instance, said, “I feel that the web project was very useful and a learning experience. Not only did I learn about children and the grieving process but also became more aware of the process of completing a web page. I think this project will be beneficial for me in the future.” Another said, “I am completely comfortable researching and helping clients search on the web. I am going to be capable of creating web pages when I’m done.” And another said, “I now have skills to build on.
Thank you for the opportunity!”
One student summarized by stating, “This has been a useful course and should be mandatory for all graduate students. This project should be part of every social worker’s macro practice tool bag.”
Students who came in with few computer skills and even less confidence also felt that the assignment had been beneficial. One such student stated, “I have learned something, no matter how small about web page development and research using the computer.” Students felt, overall, that they had been empowered in the process of completing this assignment, particularly as they discovered they could do something that they previously felt they could never accomplish. Group Process and Team Skills The student narratives revealed that one of the major benefits of the assignment was that students were able to contribute to the project in individual ways, and that this was also a source of student empowerment. For example, one student stated, “I am willing to assist in any way possible in developing the web page. I have focused primarily on synthesizing the information to be included on the page. My writing skills have been useful in developing a useful website.” This student’s strength was writing and their contribution was as important to the web site as the skills that went into page construction and navigation. Another student wrote of the sense of contribution felt for being the “cheerleader for the group,” by helping and encouraging those students who struggled with the technology. Students also felt that the assignment provided an opportunity for further development of group skills. One student stated, for example, “It has been fun working with our group. I’ve learned a lotabout web based design.” Working in groups was empowering to the individual students as well as to the group, as shown in the comments of one student who said, “The task emphasized my ability and the project has reinforced my ability to work in a team.” And, as one student stated, “The web development process has been a complex journey but with each member of the group contributing, it has been a workable endeavor.”
One student summarized the benefits of the project by stating, “This has been a new and challenging process for me. I am learning new useful skills that I am sure will come in handy in my professional future. I, like the others in my group, am contributing as much as I can, to the processwe are using our skills togetherit works out very nicely.” Conclusion The assignment of developing empowering web sites holds many benefits for instructors, students, the community, and the profession of social work. For us, as the instructors, the assignment provided an opportunity to develop our own web development skills, and to teach students concrete skills that they can take into their first job interview and professional position. Over the course of this assignment we have seen students’ progress through anxiety, through frustration, and then to a deep sense of pride and accomplishment as they present their completed sites to the class. We have been impressed by the tenacity of students and their commitment to learn a new and challenging skill in order to assist a community of their choice. We have also been reminded that students need to have an outlet for creativity and the art of practice, and that web page development gives students an opportunity to develop artful and creative resources and practice. We have also seen many students transformed from”techno-phobia” to “techno-pride” and this transformation, we believe, has many implications for competence and confidence in social work practice. In the process of developing this course and the web assignment we have also learned that computer skills come through application and are experiential in the extreme. In other words, students must be given ample opportunity to try, to experiment, to make mistakes, and to receive guided instruction on web design. But, we have also discovered that much of the learning takes place after the class sessions, as students share tips and experiences with each
other, and as they gather together on their own time to complete the projects. Therefore, it is important to allow time between class sessions for students to work independently and in groups. We would suggest that students be given at least two weeks between instructional sessions to work on the mini-assignments for each part of the web instruction. Ultimately, this assignment empowered, informed, and assisted all those involved. Based on our experience, teaching students web development skills is feasible and provides students and faculty with the skills to keep up with the developing frontier of computer technology. The web can be another resource for social workers in the mission to reach undeserved communities, and the web development project can help begin the process of building bridges across the digital divide. Just as we expect students to make use of the tremendous resources of the World Wide Web, we can also expect that social work students should be in the forefront of technology development, through hands on experience in creating useful web resources. We have a responsibility to our students and clients to teach the critical skills needed for technologically relevant social work practice in the 21st century.
References Berman, Y. (1996). Discussion groups on the internet as sources of information: The case of social work. Aslib Proceedings, 48, 2, (electronic journal, accessed September 7, 2001, www.aslib.co.uk/proceedings/1996/feb/1.html). Giffords, E.D. (1998). Social work on the internet: An introduction. Social Work, 43, 3, 243252. Holden, G., Rosenberg, G., & Meenaghan, T. (2000). Information for social work practice: Observations regarding the role of the world wide web. Social Work in Health Care, 32, 1, 1-8. Lowe, D. (1999). Creating web pages for dummies: Quick reference (2nd ed.). Foster City, CA: IDG Books Worldwide. Martinez, R. C., & Clark, C. L. (2001). The social worker’s guide to the internet. Boston, MA: Allyn & Bacon. Sandell, K.S., & Hayes, S. (2002). The web’s impact on social work education: Opportunities, challenges, and future directions. Journal of Social Work Education, 38, 1, 85-99. Saunders, C.S. (1998). Create a web site for your practice. Patients Care, 32, 12 (electronic retrieval, accessed April 13, 2001, infotrac Wichita State University). Vernon, R.F., (2001). Back to the future. Journal of Social Work Education, 37, 3, 571-573. Yaffe, J., & Gotthoffer, D. (1999). Quick guide to the internet for social work. Boston, MA: Allyn & Bacon.
