Computer Anxiety and Social Workers: Differences by Access, Use, and Training

Choi, Gil; Ligon, Jan; Ward, Jim

doi:10.1300/j017v19n01_01

Cited by 22 publications

(13 citation statements)

References 38 publications

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“…User feedback indicates although most caseworkers generally perceived the Needs Portal as beneficial, others less familiar with internet technology were initially anxious about adopting technology. Similar to prior studies the level of computer anxiety varied by caseworkers’ experience (Choi, 2002). More experienced caseworkers were apprehensive about learning new technology over traditional paper-based methods that were more familiar.…”

Section: Discussionsupporting

confidence: 72%

Introducing Technology in Child Welfare Referrals: A Case Study

Dellor

Lovato-Hermann

Curry

et al. 2015

Journal of Technology in Human Services

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Access to social services is important for the safety of children and ultimately for reunification of families involved in the child welfare system. The process of linking families to services however, varies by caseworker and can be cumbersome and time-consuming. The DCFS Needs Portal is an internet-based intervention to improve the timing and quality of social service referrals in Los Angeles County We used a case study approach including in-depth interviews, direct observations and user feedback obtained from the Needs Portal to 1) determine perceived benefits and barriers to adopting the Needs Portal and 2) report how the flow of information between users and developers was used to adapt to user needs. Our analyses revealed four major barriers: 1) caseworker apprehension regarding new technology, 2) variation in communication styles by user type, 3) lack of technological infrastructure and 4) competing workplace demands. Information sharing between developers and users has the potential to better meet the needs of users and ultimately maximize utilization of new technology. Although internet-based interventions are designed to inexpensively and effectively coordinate services, emerging interventions may require in-person assistance and modifications in order to succeed.

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Section: Discussionsupporting

confidence: 72%

Introducing Technology in Child Welfare Referrals: A Case Study

Dellor

Lovato-Hermann

Curry

et al. 2015

Journal of Technology in Human Services

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“…Fourth, it might be of interest to research if there are also benefits of problem skill resolution in other professions such as social workers (Choi, Ligon, and Ward 2002).…”

Section: Limitations and Open Issuesmentioning

confidence: 99%

Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

Muñoz

Penalba

Sánchez

et al. 2016

Behaviour & Information Technology

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Teachers need to continuously update their information and communication technologies (ICT) knowledge, but they are usually not trained to deal with the problems arising from their use. In fact, studies in the literature report techno-anxiety (i.e. unpleasant physiological activation and discomfort due to present or future use of ICT) in teachers. Thus, the goal of this action research is to study if teachers' techno-anxiety can be reduced by increasing their ability to solve technological problems. An inter-subject experiment has been carried out with 46 teachers. High school teachers were chosen because they are digital immigrants, while at the moment of this research their students are digital natives (born around year 2000). Since we could not find any specific training for teachers to increase their resolution skills of technological problems, in order to apply the treatment for our study, we have designed and deployed an online course about ICT problem-solving skills based on the 70/20/10 model for learning and development. Results show the success of the course when it comes to increasing the ICT problem-solving skills and to reducing techno-anxiety. ARTICLE HISTORY

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“…Computer anxiety has been explored in great depth as a factor in many research studies [1,4,7]. This can be defined in terms of a psychological response (e.g.…”

Section: Computer Anxietymentioning

confidence: 99%

“…Self-efficacy [2], computer anxiety [1], and computer experience [9,16] have been shown to affect how students approach the use of computers during the course of their studies. These factors have been widely investigated, both individually and collectively, in relation to students of social science, health and business studies [1,7,17], however very few studies exist in the field of computer science [19]. This study investigates whether computer science students are affected by the same factors as their counterparts in other disciplines.…”

Section: Introductionmentioning

confidence: 99%

Computer Anxiety, Self-Efficacy, Computer Experience: An investigation throughout a Computer Science degree

Doyle

Stamouli

Huggard

Proceedings Frontiers in Education 35th Annual Conference

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Considerable research has focused on the relationship between computer experience, computer anxiety and self-efficacy. These factors have been used both individually and in combination as predictors in the social sciences and business studies [1, 7, 17]. However, very few studies investigate their effects in the area of computer science. This study focuses on capturing these factors across the four years of a computer science course at Trinity College, Dublin. It shows that as computer experience increases self-efficacy also increases while computer anxiety decreases with increasing experience.

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Computer Anxiety and Social Workers: Differences by Access, Use, and Training

Cited by 22 publications

References 38 publications

Introducing Technology in Child Welfare Referrals: A Case Study

Introducing Technology in Child Welfare Referrals: A Case Study

Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

Computer Anxiety, Self-Efficacy, Computer Experience: An investigation throughout a Computer Science degree

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