Objective:

Students will engage in discussions about bias and accessibility in technology, examining how diverse testing groups can improve technology design and make it more inclusive.

Materials Needed:

• Examples of biased technologies (e.g., facial recognition, voice assistants)

• Poster paper or whiteboards for group brainstorming

Steps:

• Introduction:

  • Begin by introducing the concept of bias in technology design, using facial recognition software as an example. 

  • Explain how the software's effectiveness is often lower for people with darker skin tones because it was tested with a limited population.

• Group Activity:

  • Divide students into small groups. 

  • Each group discusses how the lack of diversity in testing can lead to biased technology, then brainstorms ways to address this issue. 

  • Groups can consider how incorporating diverse perspectives can make technologies like apps and devices more accessible for all users.

• Discussion and Roles:

  • Assign roles within each group (e.g., note-taker, presenter, discussion leader) to ensure equal participation. 

  • As students discuss, encourage them to follow discussion guidelines by posing questions, building on others' ideas, and staying on topic.

• Presentation:

  • Groups present their ideas to the class, sharing how they would improve accessibility and reduce bias in a technology of their choice. 

  • The teacher facilitates a class discussion on how diversity in technology design can benefit society.

Equity and Access:

Provide structured discussion roles and question prompts for students who may need extra support in expressing their ideas. Ensure that groups have a mix of skill levels to promote peer learning.

Real-World Application:

Relate this lesson to current events, such as the push for more inclusive AI development or the use of accessibility features in apps for people with disabilities.

CS Practice(s):

• Foster an Inclusive Computing Culture: Students explore how technology can be biased and develop solutions for improving accessibility.

• Communicating About Computing: Students share their ideas on how bias in technology can be addressed through inclusive design practices.

Standard(s):

• CA CCSS for ELA SL.7.1

• CA CS 6-8.IC.21

Objective:

Students will work in collaborative groups to redesign a technology for accessibility and present their findings using multimedia software such as Google Slides, Powerpoint, etc. They will practice giving attribution for external resources used and refine their designs based on peer feedback.

Materials Needed:

• Computers 

• Discussion guidelines for group collaboration

Steps:

• Introduction:

  • Begin with a class discussion on bias in technology, using examples like facial recognition software or voice assistants that don’t work well for certain populations. 

  • Introduce the concept of accessibility and explain that students will be working in teams to redesign a technology to better meet diverse user needs. 

  • Discuss the significance of redesigning existing tools to make them more accessible and inclusive.

• Group Formation and Discussion:

  • Students are divided into groups of 3-4. 

  • Each group selects a technology (e.g., a popular app, game, or device) to redesign for improved accessibility. 

  • Group members take on specific roles—researcher, designer, content creator, or project manager.

  •  In their groups, students discuss the limitations of the selected technology, focusing on how it could fail certain user populations. 

  • They brainstorm ideas to address these challenges, documenting their ideas in a multimedia presentation software. 

  • As part of this process, they cite any external media, such as public domain images or video clips, using proper attribution.

• Creating the Presentation:

  • Each group creates a multimedia presentation that outlines their redesigned technology. 

  • The presentation should include sections such as “Current Issues,” “Proposed Redesign,” and “How We Addressed Accessibility.” 

  • Groups embed visuals, videos, or audio clips to enhance their explanation. 

  • Groups ensure they give credit for all external media used.

• Testing and Feedback:

  • Once presentations are completed, each group presents to the class. 

  • Other students act as “users,” providing feedback on the design and accessibility improvements. 

  • Students engage in discussions, asking clarifying questions about the design choices, and offering suggestions for improvement. 

  • The presenting group documents the feedback and makes adjustments to their presentation based on peer input.

• Final Presentation and Reflection:

  • After incorporating feedback, groups finalize their presentations and present them to the class. 

  • Each group explains how they collaborated, the changes they made to improve accessibility, and how their redesign benefits diverse users. 

  • During the presentations, classmates use the discussion guidelines to pose questions and offer reflections. The class discusses how inclusivity in technology benefits society.

Equity and Access:

Provide templates and access to pre-approved free-use multimedia resources for students who may need additional support. Ensure students with diverse skill levels are grouped together, fostering collaboration and equitable participation.

Real-World Application:

Connect the lesson to real-world scenarios, highlighting current efforts to make technology more accessible, such as screen readers, voice-to-text, or custom keyboard layouts. Discuss how professionals in tech regularly redesign products to ensure broader accessibility and inclusivity.

CS Practice(s):

• Foster an Inclusive Computing Culture: Students explore how technology can be biased and develop solutions for improving accessibility.

• Collaborating Around Computing: Students work in groups to manage their roles, adhere to timelines, and contribute to the multimedia presentation.

• Communicating About Computing: Students explain their redesign process through multimedia presentations, sharing their design ideas and reflecting on feedback.

• Testing and Refining Computational Artifacts: Students refine their presentations and redesigns based on feedback from classmates, making iterative improvements to their work.

Standard(s):

• CA CCSS for ELA SL.7.1

• CA CS 6-8.IC.21