The COVID-19 pandemic highlighted the need to prepare students for emergency online learning
and teaching. The blended-learning approach that includes online learning and teaching options in
social work theoretical modules has been described as valuable in providing students with a variety
of modes of learning and teaching. However, its use in fieldwork modules requires further research.
This article aims to explore the experiences and perceptions of undergraduate student social workers
and their supervisors regarding the inclusion of technologies in the first-year fieldwork module,
and how this affected their online experiences during the pandemic. The activity theory served
as a theoretical framework. A qualitative approach was followed with an explorative-descriptive
research design. Participants were selected through purposive non-probability sampling. Data was
collected through written reflection sheets that were analysed through thematic content analysis.
Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity.
The findings indicate that all the components of the activity theory were present, while challenges
experienced prior and during the pandemic were identified as a lack of previous exposure to the
use of technology and of access to technological resources, socioeconomic challenges, the need to
become skilled in becoming independent scholars, a need for direct interaction among students and
between students and supervisors/lectures, and the importance of a variety of role-players to support
learning. The findings provided a foundation to draw conclusions and make recommendations
regarding what is needed to effectively use the activity theory’s components in fieldwork modules
and to prepare students for technology-based learning and teaching in higher education settings.