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60 Most Interesting Technology Research Topics for 2024

August 22, 2024

Scrambling to find technology research topics for the assignment that’s due sooner than you thought? Take a scroll through these 60 interesting technology essay topics in 10 different categories, including controversial technology topics, and some example research questions for each.

Social Technology Research Topics

Whether you have active profiles on every social media platform, you’ve taken a social media break, or you generally try to limit your engagement as much as possible, you probably understand how pervasive social technologies have become in today’s culture. Social technology will especially appeal to those looking for widely discussed, mainstream technology essay topics.

• How do viewers respond to virtual influencers vs. human influencers? Is one more effective or ethical over the other?
• Across social media platforms, when and where is mob mentality most prevalent? How do the nuances of mob mentality shift depending on the platform or topic?
• Portable devices like cell phones, laptops, and tablets have certainly made daily life easier in some ways. But how have they made daily life more difficult?
• How does access to social media affect developing brains? And what about mature brains?
• Can dating apps alter how users perceive and interact with people in real life?
• Studies have proven “doomscrolling” to negatively impact mental health—could there ever be any positive impacts?
• How much can bots truly shape or manipulate opinions on social media? Is their influence positive or negative?
• Social media algorithms can contribute to the spread of sensationalized or controversial stories. Should social media companies be held accountable for misinformation on their platforms?

Cryptocurrency and Blockchain Technology Research Topics

Following cryptocurrency and blockchain technology has been a rollercoaster over the last few years. Since Bitcoin’s conception in 2009, cryptocurrency has consistently showed up on many lists of controversial technology topics, and continues to undergo massive shifts in popularity as well as value.

• Is it ethical for celebrities or influential people to promote cryptocurrencies or cryptographic assets like NFTs ?
• What are the environmental impacts of mining cryptocurrencies? Could those impacts ever change?
• How does cryptocurrency impact financial security and financial health?
• Could the privacy cryptocurrency offers ever be worth the added security risks?
• How might cryptocurrency regulations and impacts continue to evolve?
• Created to enable cryptocurrency, blockchain has since proven useful in several other industries. What new uses could blockchain have?

Artificial Intelligence Technology Research Topics

ChatGPT , voice cloning , and deepfakes continue to be a major source of conversation (and contention). While people have discussed artificial intelligence for ages, recent advances have pushed this topic to the front of our minds. Those searching for controversial technology topics should pay close attention to this section.

• OpenAI –the company behind ChatGPT–has shown commitment to safe, moderated AI tools that they hope will provide positive benefits to society. Sam Altman, their CEO, recently testified before a US Senate committee. He described what AI makes possible and called for more regulation in the industry. But even with companies like OpenAI displaying efforts to produce safe AI and advocating for regulations, can AI ever have a purely positive impact? Are certain pitfalls unavoidable?
• In a similar vein, can AI ever actually be ethically or safely produced? Will there always be certain risks?
• How might AI tools impact society across future generations?
• Countless movies and television shows explore the idea of AI going wrong, going back all the way to 1927’s Metropolis . What has a greater impact on public perception—representations in media or industry developments? And can public perception impact industry developments and their effectiveness?
• Is it ever okay to use voice cloning or deepfakes without the person’s knowledge or consent?

Beauty and Anti-Aging Technology

Throughout human history, people in many cultures have gone to extreme lengths to capture and maintain youth. But technology has taken this pursuit to another level. For those seeking technology essay topics that are both timely and timeless, this one’s a gold mine.

• With augmented reality technology, companies like Perfect allow app users to virtually try on makeup, hair color, hair accessories, and hand or wrist accessories. Could virtual try-ons lead to a somewhat less wasteful beauty industry? What downsides should we consider?
• Users of the Perfect app can also receive virtual diagnoses for skin care issues and virtually “beautify” themselves with smoothed skin, erased blemishes, whitened teeth, brightened under-eye circles, and reshaped facial structures. How could advancements in beauty and anti-aging technology affect self-perception and mental health?
• What are the best alternatives to animal testing within the beauty and anti-aging industry?
• Is anti-aging purely a cosmetic pursuit? Could anti-aging technology provide other benefits?
• Could people actually find a “cure” to aging? And could a cure to aging lead to longer lifespans?
• How might longer human lifespans affect the Earth?
• Should social media influencers be expected to disclose when they are using augmented reality, filters, or Photoshop on their photos?

Geoengineering Technology Research Topics

An umbrella term, geoengineering refers to large-scale technologies that can alter the earth and its climate. Typically, these types of technologies aim to combat climate change. Those searching for controversial technology topics should consider looking into this one.

• What benefits can solar geoengineering provide? Can they outweigh the severe risks?
• Compare solar geoengineering methods like mirrors in space, stratospheric aerosol injection, marine cloud brightening, and other proposed methods. How have these methods evolved? How might they continue to evolve?
• Which direct air capture methods are most sustainable?
• How can technology contribute to reforestation efforts?
• What are the best uses for biochar? And how can biochar help or harm the earth?
• Out of all the carbon geoengineering methods that exist or have been proposed, which should we focus on the most?
• Given the potential unintended consequences, is geoengineering ethical?

Creative and Performing Arts Technology Topics

While tensions often arise between artists and technology, they’ve also maintained a symbiotic relationship in many ways. It’s complicated. But of course, that’s what makes it interesting. Here’s another option for those searching for hot-button technology essay topics.

• How has the relationship between art and technology evolved over time?
• How has technology impacted the ways people create art? And how has technology impacted the ways people engage with art?
• Technology has made creating and viewing art widely accessible. Does this increased accessibility change the value of art? And do we value physical art more than digital art?
• Does technology complement storytelling in the performing arts? Or does technology hinder storytelling in the performing arts?
• Which current issues in the creative or performing arts could potentially be solved with technology?
• Should digital or AI-generated art be valued in the same way as more traditional art forms, like drawing, painting, or sculpting?

Cellular Agriculture Technology Research Topics

And another route for those drawn to controversial technology topics: cellular agriculture. You’ve probably heard about popular plant-based meat options from brands like Impossible and Beyond Meat . While products made with cellular agriculture also don’t require the raising and slaughtering of livestock, they are not plant-based. Cellular agriculture allows for the production of animal-sourced foods and materials made from cultured animal cells.

• Many consumers have a proven bias against plant-based meats. Will that same bias extend to cultured meat, despite cultured meat coming from actual animal cells?
• Which issues can arise from patenting genes?
• Does the animal agriculture industry provide any benefits that cellular agriculture may have trouble replicating?
• How might products made with cellular agriculture become more affordable?
• Could cellular agriculture conflict with the notion of a “ circular bioeconomy ?” And should we strive for a circular bioeconomy? Can we create a sustainable relationship between technology, capitalism, and the environment, with or without cellular agriculture?

Transportation Technology Research Topics

For decades, we’ve expected flying cars to carry us into a techno-utopia, where everything’s shiny, digital, and easy. We’ve heard promises of super fast trains that can zap us across the country or even across the world. We’ve imagined spring breaks on the moon, jet packs, and teleportation. Who wouldn’t love the option to go anywhere, anytime, super quickly? Transportation technology is another great option for those seeking widely discussed, mainstream technology essay topics.

• Once upon a time, Lady Gaga was set to perform in space as a promotion for Virgin Galactic . While Virgin Galactic never actually launched the iconic musician/actor, they launched their first commercial flight full of civilians–who paid $450,000 a pop–on a 90-minute trip into the stars in 2023. And if you think that’s pricey, SpaceX launched three businessmen into space for $55 million in April 2022 (though with meals included, this is actually a total steal). So should we be launching people into space just for fun? What are the impacts of space tourism?
• Could technology improve the way hazardous materials get transported?
• How can the 5.9 GHz Safety Band affect drivers?
• Which might be safer: self-driving cars or self-flying airplanes?
• Compare hyperloop and maglev.  Which is better and why?
• Can technology improve safety for cyclists?

Gaming Technology Topics

A recent study involving over 2,000 children found links between video game play and enhanced cognitive abilities. While many different studies have found the impacts of video games to be positive or neutral, we still don’t fully understand the impact of every type of video game on every type of brain. Regardless, most people have opinions on video gaming. So this one’s for those seeking widely discussed, mainstream, and controversial technology topics.

• Are different types or genres of video games more cognitively beneficial than others? Or are certain gaming consoles more cognitively beneficial than others?
• How do the impacts of video games differ from other types of games, such as board games or puzzles?
• What ethical challenges and safety risks come with virtual reality gaming?
• How does a player perceive reality during a virtual reality game compared to other types of video games?
• Can neurodivergent brains benefit from video games in different ways than neurotypical brains?

Medical Technology

Advancements in healthcare have the power to change and save lives. In the last ten years, countless new medical technologies have been developed, and in the next ten years, countless more will likely emerge. Always relevant and often controversial, this final technology research topic could interest anyone.

• Which ethical issues might arise from editing genes using CRISPR-Cas9 technology? And should this technology continue to be illegal in the United States?
• How has telemedicine impacted patients and the healthcare they receive?
• Can neurotechnology devices potentially affect a user’s agency, identity, privacy, and/or cognitive liberty?
• How could the use of medical 3-D printing continue to evolve?
• Are patients more likely to skip digital therapeutics than in-person therapeutic methods? And can the increased screen time required by digital therapeutics impact mental health?

Now that you’ve picked from this list of technology essay topics, do a deep dive and immerse yourself in new ideas, new information, and new perspectives. And of course, now that these topics have motivated you to change the world, look into the best computer science schools , the top feeders to tech and Silicon Valley , the best summer programs for STEM students , and the best biomedical engineering schools .

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Mariya holds a BFA in Creative Writing from the Pratt Institute and is currently pursuing an MFA in writing at the University of California Davis. Mariya serves as a teaching assistant in the English department at UC Davis. She previously served as an associate editor at Carve Magazine for two years, where she managed 60 fiction writers. She is the winner of the 2015 Stony Brook Fiction Prize, and her short stories have been published in Mid-American Review , Cutbank , Sonora Review , New Orleans Review , and The Collagist , among other magazines.

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Integrating AI into assignments

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Here we offer strategies and perspectives on integrating AI tools into assignments and activities used to assess student learning.

Creating your course policy on AI

• An effective syllabus works to motivate learning, define goals, explain course structure, and provide support to students as they learn.
• Be clearly stated and specific
• Clarify the context or conditions of allowable AI use
• Explain processes and consequences for non-compliance
• Have a thoughtful pedagogic rationale in support of student learning
• Connect to support resources
• Show support for student well-being

Outcomes for this module

In this module, we will analyze activities and assignments used for assessing learning, provide student-centered perspectives, and offer strategies for developing assessment activities and assignments that integrate student use of generative AI chatbots.

After completing this module, you should be able to:

• Describe why your assessment activities are meaningful to learners.
• Identify and clarify the learning objectives of your assessment activities.
• Identify relevant strategies that can be applied to assessment activities in your course.
• Empathize with student perspectives on using AI in course assessment activities.

Warm-up with a metacognitive exercise

As you begin to explore, think about what you already know and the opinions you may already hold about the educational aspects of AI chatbots. This metacognitive exercise can help you identify what you want to explore and what you already understand. Making connections to what you already know can deepen your learning and support your engagement with these modules.

Begin with the prompt, “Describe an assignment or assessment activity that integrated technology in a way that was effective and engaging for your learning,” and respond to the poll below.

Unpacking your assessment activities and assignments

When designing or adapting an activity or assignment used to assess learning, whether you integrate AI or not, we encourage you to consider two questions: why is this meaningful, and what are students supposed to learn from it?

Define why it is meaningful

Students can learn better when they are motivated and can make meaningful connections to coursework (Headden & McKay, 2015). We might assume that students’ motivations focus on their grades, but that assumption does not provide the full picture, and when applied in isolation it is not likely to sustain deep learning. Articulating what makes an activity meaningful, motivational, and memorable for students can help you create an engaging activity or assignment that enhances student learning and motivation.

Concerning AI chatbots, perhaps the activity or assignment addresses AI in ways that prepare students for future careers, enhance their social connections, or touch upon broader issues they care about. We encourage you to talk with your students about what they find meaningful to inform the design of your activities and assignments. What leads them to want to engage?

Also, reflect on why the assignment is meaningful to you. Is it simply convenient to implement (and standard in your experience as a student and teacher) or does it connect to something deeper in your pedagogy? Perhaps the assignment reinforces the norms and values that you share with other professionals in your discipline, allows you to connect with students in more meaningful ways, builds foundational skills for other parts of the curricula, or explores emergent opportunities and challenges with AI for your field.

Define what students are intended to learn

Next, identify and clarify the underlying learning objectives of the assignment or activity. The objective should describe the observable skills or behaviors students will have learned to perform after completing the activity. Clearly articulated learning objectives can help you develop activities that support learning and assessments that accurately measure student learning.

When thinking about AI chatbots and how they impact writing, you might ask yourself, “What are the underlying learning objectives being addressed through writing?” Instructors may assign writing tasks to assess how students engage with content. In the past, teachers could assume with good reason that a student producing coherent writing must have engaged with the content to generate writing that makes sense. However, we might also question this assumption about the automatic connection between coherent writing and deep engagement. The advent of generative AI has certainly exacerbated this.

Do you ask your students to write to demonstrate and reinforce content knowledge? Do they write to analyze and critique a position? Do they write to formulate arguments and cite evidence? Do they write as a form of creative expression? When you think about the available options, you can likely develop many ways for students to learn and demonstrate these skills with or without writing. Ultimately, honing in on the underlying learning objectives can help you integrate generative AI tools into an assignment.

Students can benefit from understanding how AI works and the educational opportunities and challenges that it presents. Consider offering the content in the modules in this guide to your students as supplemental reading or as part of a class activity.

Strategies for implementing AI into activities and assignments

As you think through how you might address or integrate AI tools in an assessment activity or assignment, we encourage you to consider a range of possibilities related to the specific aims of your course and the needs of your students. Here we offer a variety of pedagogical strategies for you to consider. We present these strategies in the context of students using AI chatbots, but they also apply to contexts without AI. Remember why your assignment is meaningful in relation to your learning objectives to help you select appropriate strategies.

Leverage multiple modalities

Consider ways to diversify when and where you assess student learning and the formats students use to express what they’ve learned.

Use more in-class assignments

Strategies like the flipped classroom model assign lecture content as homework and use the in-class time for learning activities (Lage et al., 2000). You can use this in-class time to integrate more low-stakes assessment activities during which you can better guide students toward using AI in ways that support learning.

Multiple modes of expression

Students may differ in how they can best articulate what they know. Using multiple modalities of expression, such as having students complete assignments that require speaking or graphic representations instead of only written text, stands out as an established strategy within the Universal Design for Learning framework that could apply here. While chatbots primarily generate written text, other AI tools can generate music, graphics, and video. You can thus create assessment activities that integrate multiple modalities at once.

For example, if you are assessing students’ understanding of cultural exchange in the ancient world, students might create a mind map or timeline to visually represent important trends, events, or concepts covered in the assigned readings. AI might then be used to generate images of artifacts, portraits, or cityscapes based on historical descriptions.

Make grading practices clear

Consider ways to clarify for students how they are being graded and what is expected of them.

Require robust citation

Have students learn about and adopt more robust citation practices, especially if they use AI tools for writing. You might begin with conversations about what plagiarism entails and why ethics matter in higher education and your discipline. Then connect students to resources on citation and documentation .

If you and your students decide to use AI tools, you can find style guidelines about citing AI-generated text for APA style and MLA style . These guidelines advise writers to cite the AI tool whenever they paraphrase, quote, or incorporate AI-generated content, acknowledge how they used the tool (for brainstorming, editing, and so on), and vet secondary sources generated by AI. For example, students could include citations for AI in the Works Cited section of their work and also include a statement describing why and how they used AI chatbots.

Establish and communicate clear assessment criteria

Try to bring assessment activities, learning objectives, and evaluation criteria into alignment. For example, if your objectives and assessments center around students proposing a solution to an open-ended problem, then the evaluation criteria might touch upon the feasibility, impact, or comprehensiveness of the proposed solutions. The criteria can vary a lot depending on your content and course, but your students benefit when you communicate these criteria and the purpose and reasoning behind them (Allen & Tanner, 2006).

For example, when integrating AI chatbots into a writing task for students, you might put more weight on the quality of their ideas and the validity of cited sources and less weight on structure, grammar, and word choice. You might then create a rubric that you discuss with students in advance so they have a clear understanding of what will guide you in assessing their work.

Assess learning throughout the course

Consider ways to assess student learning throughout your course as opposed to assessing mostly at the end of the course.

Emphasize the process

You may be able to more effectively assess student learning during the different stages of the process as opposed to assessing learning based on their finished work (Xu, Shen, Islam, et al., 2023). Whether or not students use AI tools, they can benefit from segmenting a large project into smaller components with multiple opportunities for feedback and revision. Also, consider how you might adjust grading criteria or grade weights to put more emphasis on the process.

For some steps in the thinking process, such as brainstorming ideas, formulating a position, and outlining a solution, allowing students to use AI tools might benefit their process. For example, you might have students begin with low-stakes free-writing, such as brainstorming, then use AI chatbots to explore possible areas for further investigation based on the ideas students generate through their exploratory writing. Students might then critique and revise the AI-generated ideas into an outline.

Leverage formative feedback

Teachers provide formative feedback to students throughout the learning process to stimulate growth and improvement. Formative feedback can help students identify misunderstandings, reinforce desirable practices, and sustain motivation (Wylie et al., 2012). You and the teaching team might provide feedback directly to students or you might facilitate students giving feedback to each other. You might then assess how students follow up on feedback they receive.

You can use AI tools to inform your feedback to students or generate feedback directly for students. AI tools could provide instant, individualized feedback efficiently and frequently, supplementing the feedback provided by your teaching team. For example, you might share your existing assignment, rubric, and sample feedback with the chatbot and give it instructions on when and how to give feedback. Importantly, you should review feedback generated by chatbots for accuracy and relevance. Refine and save the prompts that work best. You might later share the prompts you’ve developed with students so they may use them to generate feedback themselves.

Make assignments more meaningful

Consider how you might make your assignments more relatable and meaningful to your students.

Personalize assessments

When done thoughtfully, connecting assessments to the personal experiences, identities, and concerns of students and their communities can help to motivate and deepen learning (France, 2022). You might also connect assignments to contexts specific to Stanford, your course, or your specific group of students.

With AI, you or your students might generate practice questions on topics that came up during a specific class discussion or generate analogies for complex concepts based on their interests and backgrounds. You might ground an assessment activity in local contexts, such as having your engineering students propose a plan to improve Lake Lagunita.

Use real-world assessment tasks

Assignments that leverage real-world problems, stakeholders, and communities that students are likely to engage with in their work lives can be motivational and valid ways of evaluating a student’s skills and knowledge (Sambell et al., 2019).

For example, students might work with real (or AI-simulated) business or community partners to develop a prototype product or policy brief. Students might have more time to work with those stakeholders and refine their proposal concepts if they can use AI tools to assist with time-consuming tasks, such as summarizing interview transcripts, writing a project pitch statement, or generating concept images.

AI itself might provide a relevant topic of study for your course. For example, you might examine AI as part of a discussion in a course about copyright and intellectual property law. Or you might analyze AI companies such OpenAI or Anthropic as case studies in a business course.

Assess more advanced learning

Consider ways you might assess more advanced or wider-ranging learning goals and objectives.

Emphasize metacognitive reflection

Metacognitive reflection activities, where students think about what and how they learn, can help students improve their learning (Velzen, 2017). You might use polls, discussion activities, or short writing exercises through which students identify what they already know about the topic, what they learned, what questions remain, and what learning strategies they might use for studying.

AI chatbots can help guide the reflection process like this reflection tool being developed by Leticia Britos Cavagnaro at Stanford d.school . Or perhaps students complete some activities with AI, then reflect on how it benefits or hinders their learning, and what strategies they might use to best leverage AI for learning.

Prioritize higher-order thinking

While students should develop mastery over foundational skills such as understanding concepts, identifying key characteristics, and recalling important information, practicing higher-order thinking skills, such as solving complex problems, creating original works, or planning a project, can deepen learning. For example, you might frame student essays as a defense of their views rather than a simple presentation of content knowledge. You might adjust assessment criteria to prioritize creativity or applying skills to new contexts.

Prioritizing higher-order thinking can encourage students to use AI tools to go beyond simply generating answers to engaging deeply with AI chatbots to generate sophisticated responses. Students could conduct preliminary research to find reliable sources that verify or refute the claims made by the AI chatbots. AI chatbots might then generate feedback, provide prompts for further reflection, or simulate new contexts.

Putting it all together

Here we offer a practical example: first, a typical assignment as usually designed, and then how you could enhance the assignment with some strategies that integrate AI chatbots.

When thinking about your course, start with small changes to one assignment and steadily expand upon them. Try to use AI chatbots for your other work tasks to build your fluency. Talk with students and colleagues about how the changes to your course work out concerning student engagement and learning. When integrating AI into an existing assignment, begin with an assignment that already has clearly defined learning objectives and rationale. Begin by using AI or other technology to supplement existing parts of the process of completing the assignment.

More examples of AI assignments

• AI Pedagogy Project from metaLAB (at) Harvard
• Exploring AI Pedagogy from the MLA-CCCC Joint Task Force on Writing and AI
• TextGenEd: Continuing Experiments, January 2024 Collection from WAC Clearinghouse

Example of an assignment without AI

Currently, your students in an epidemiology course write essays summarizing the key concepts of an academic article about the socio-determinants of diabetes . This assessment activity has meaning because it focuses on a foundational concept students need to understand for later public health and epidemiology courses. The learning objective asks students to describe why socio-economic status is a strong predictor for certain diseases. Students write a five-page essay about a disease that can be predicted by socio-economic status including at least three additional citations. Students complete the essay, which counts for 30% of the final grade, before the final exam.

An example of an assignment that integrates AI

Using some of the strategies in the above sections, you might redesign this assignment to integrate the use of AI chatbots. Keep in mind that you would likely make small changes to a major assignment over multiple quarters. Consider some of the ideas below.

A meaningful assignment

The redesigned assessment activity carries more meaning to students because they might have personal experience of some communities adversely affected by these kinds of diseases, and public health issues like this intersect with other social injustices that students have expressed concern about.

Learning objectives

The objectives of the assessment activity include that students will be able to:

• Describe how this disease affects particular communities or demographics
• Explain the difference between correlation and causality regarding socioeconomic status and the disease
• Propose a public health intervention that could help to address this issue

Assignment elements with AI

Students generate explanations of medical terminology in the selected articles to aid with reading comprehension. They generate several analogies for the core concept that apply to their own life experiences and communities. Students share these analogies in a Canvas forum graded for participation. Instructors provide general feedback in class.

Informed by the article, students then prompt a chatbot with biographical stories for two fictional characters from communities they care about incorporating differing socio-economic factors. Then they guide the chatbot in generating a dialogue or short story that illustrates how the two characters could have different health outcomes that might correlate with their socio-economic status. Students might use AI image generators for illustrations to accompany their stories. Students submit the work via Canvas for evaluation; the teacher shares exemplars in class.

Using an AI chatbot prompt provided by the instructor, students explore possible ideas for public health interventions. The provided prompt instructs the chatbot only to help students develop their ideas rather than suggesting solutions to them. With the aid of the chatbot, the students develop a public health intervention proposal.

Assignment elements without AI

Students discuss the differences between correlation and causation, critically analyze the generated characters and stories, and address any biases and stereotypes that surfaced during the activity. You facilitate the discussion with prompts and guidelines you developed with the aid of AI chatbots. Students write an in-class metacognitive reflection that you provide feedback on and grade for completion.

Students draw posters that summarize their proposed intervention. They critique and defend their proposals in a classroom poster session. Students complete a peer evaluation form for classmates. You evaluate the posters and their defenses with a grading rubric that you developed with the aid of an AI chatbot.

Students write an in-class reflection on their projects summarizing what they have learned over the length of the project, how the activities aided their learning, and so on. This is submitted to Canvas for grading and evaluation.

Student-centered perspective on using AI for learning

When thinking about integrating generative AI into a course assignment for students, we should consider some underlying attitudes that we, the authors, hold as educators, informed by our understanding of educational research on how people learn best. They also align with our values of inclusion, compassion, and student-centered teaching. When thinking through ways to integrate AI into a student assignment, keep the following perspectives in mind.

AI is new to students too

Like many of us, students likely have a wide range of responses to AI. Students may feel excited about how AI can enhance their learning and look for opportunities to engage with it in their classes. They may have questions about course policies related to AI use, concerns about how AI impacts their discipline or career goals, and so on. You can play a valuable role in modeling thoughtful use of AI tools and helping students navigate the complex landscape of AI.

Work with students, not against them

You and your students can work together to navigate these opportunities and challenges. Solicit their perspectives and thoughts about AI. Empower students to have agency over their learning and to think about AI and other technologies they use. Teaching and learning are interconnected and work best in partnership. Approach changes to your teaching and course to empower all students as literate, responsible, independent, and thoughtful technology users.

Look at AI and students in a positive light

Education as a discipline has repeatedly integrated new technologies that may have seemed disruptive at first. Educators and students typically grapple with new technology as they determine how to best leverage its advantages and mitigate its disadvantages. We encourage you to maintain a positive view of student intentions and the potential of AI tools to enhance learning. As we collectively discover and develop effective practices, we encourage you to maintain a positive and hopeful outlook. We should try to avoid assuming that most students would use generative AI in dishonest ways or as a shortcut to doing course assignments just because some students might behave this way.

Assess and reinforce your learning

We offer this activity for you to self-assess and reflect on what you learned in this module.

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• Course and Assignment (Re-)Design , University of Michigan, Information and Technology Services
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Works Cited

Allen, D., and Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners. CBE - Life Sciences Education. 5(3): 197-203.

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39. https://doi.org/10.1080/02602938.2013.819566&nbsp ;

Bijlsma-Rutte, A., Rutters, F., Elders, P. J. M., Bot, S. D. M., & Nijpels, G. (2018). Socio-economic status and HbA1c in type 2 diabetes: A systematic review and meta-analysis. Diabetes/Metabolism Research and Reviews, 34(6), e3008. https://doi.org/10.1002/dmrr.3008&nbsp ;

CAST. (n.d.). UDL: The UDL Guidelines. Retrieved January 22, 2024, from https://udlguidelines.cast.org/&nbsp ;

Exploring AI Pedagogy. (n.d.). A Community Collection of Teaching Reflections. Retrieved January 22, 2024, from https://exploringaipedagogy.hcommons.org/&nbsp ;

France, P. E. (2022). Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms (2nd ed.). Corwin.

Headden, S., & McKay, S. (2015). Motivation Matters: How New Research Can Help Teachers Boost Student Engagement. Carnegie Foundation for the Advancement of Teaching. https://eric.ed.gov/?id=ED582567&nbsp ;

Hume Center for Writing and Speaking. (n.d.). Documentation and Citation. Retrieved January 22, 2024, from https://hume.stanford.edu/resources/student-resources/writing-resources… ;

Lage, M. J., Platt, G. J., & Treglia, M. T. (2000). Inverting the Classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.

metaLAB (at) Harvard. (n.d.). The AI Pedagogy Project. Retrieved January 22, 2024, from https://aipedagogy.org/&nbsp ;

MLA Style Center. (2023, March 17). How do I cite generative AI in MLA style? https://style.mla.org/citing-generative-ai/&nbsp ;

Office of Community Standards. (n.d.). What Is Plagiarism? Retrieved January 22, 2024, from https://communitystandards.stanford.edu/policies-guidance/bja-guidance-… ;

Sambell, K., Brown, S., & Race, P. (2019). Assessment to Support Student Learning: Eight Challenges for 21st Century Practice. All Ireland Journal of Higher Education, 11(2), Article 2. https://ojs.aishe.org/index.php/aishe-j/article/view/414&nbsp ;

The WAC Clearinghouse. (n.d.). January 2024. Retrieved January 22, 2024, from https://wac.colostate.edu/repository/collections/continuing-experiments… ;

U-M Generative AI. (n.d.). Course and Assignment (Re-)Design. Retrieved January 22, 2024, from https://genai.umich.edu/guidance/faculty/redesigning-assessments&nbsp ;

Van Velzen, J. (2017). Metacognitive Knowledge: Development, Application, and Improvement. Information Age Publishing. https://content.infoagepub.com/files/fm/p599a21e816eb6/9781641130240_FM… . ISBN 9781641130226. 

Wylie, E. C., Gullickson, A. R., Cummings, K. E., Egelson, P., Noakes, L. A., Norman, K. M., Veeder, S. A., ... Popham, W. J. (2012). Improving Formative Assessment Practice to Empower Student Learning. Corwin Press.

Xu, X., Shen, W., Islam, A. A., et al. (2023). A whole learning process-oriented formative assessment framework to cultivate complex skills. Humanities and Social Sciences Communications, 10, 653. https://doi.org/10.1057/s41599-023-02200-0  

Yee, K., Whittington, K., Doggette, E., & Uttich, L. (2023). ChatGPT Assignments to Use in Your Classroom Today. UCF Created OER Works, (8). Retrieved from https://stars.library.ucf.edu/oer/8  

Understanding AI literacy

An AI literacy framework that identifies and organizes skills and knowledge useful for navigating generative AI in education.

Learning together with others can deepen the learning experience. We encourage you to organize your colleagues to complete these modules together or facilitate a workshop using our Do-it-yourself Workshop Kits on AI in education. Consider how you might adapt, remix, or enhance these resources for your needs. 

If you have any questions, contact us at [email protected] . This guide is licensed under  Creative Commons BY-NC-SA 4.0 (attribution, non-commercial, share-alike) and should be attributed to Stanford Teaching Commons.

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AI Teaching Strategies: Transparent Assignment Design

The rise of generative artificial intelligence (AI) tools like ChatGPT, Google Bard, and Jasper Chat raises many questions about the ways we teach and the ways students learn. While some of these questions concern how we can use AI to accomplish learning goals and whether or not that is advisable, others relate to how we can facilitate critical analysis of AI itself. 

The wide variety of questions about AI and the rapidly changing landscape of available tools can make it hard for educators to know where to start when designing an assignment. When confronted with new technologies—and the new teaching challenges they present—we can often turn to existing evidence-based practices for the guidance we seek.

This guide will apply the Transparency in Learning and Teaching (TILT) framework to "un-complicate" planning an assignment that uses AI, providing guiding questions for you to consider along the way. 

The result should be an assignment that supports you and your students to approach the use of AI in a more thoughtful, productive, and ethical manner.    

Plan your assignment.

The TILT framework offers a straightforward approach to assignment design that has been shown to improve academic confidence and success, sense of belonging, and metacognitive awareness by making the learning process clear to students (Winkelmes et al., 2016). The TILT process centers around deciding—and then communicating—three key components of your assignment: 1) purpose, 2) tasks, and 3) criteria for success. 

Step 1: Define your purpose.

To make effective use of any new technology, it is important to reflect on our reasons for incorporating it into our courses. In the first step of TILT, we think about what we want students to gain from an assignment and how we will communicate that purpose to students.

The  SAMR model , a useful tool for thinking about educational technology use in our courses, lays out four tiers of technology integration. The tiers, roughly in order of their sophistication and transformative power, are S ubstitution, A ugmentation, M odification, and R edefinition. Each tier may suggest different approaches to consider when integrating AI into teaching and learning activities. 

Questions to consider:

• Do you intend to use AI as a substitution, augmentation, modification, or redefinition of an existing teaching practice or educational technology?
• What are your learning goals and expected learning outcomes?
• Do you want students to understand the limitations of AI or to experience its applications in the field? 
• Do you want students to reflect on the ethical implications of AI use?  

Bloom’s Taxonomy is another useful tool for defining your assignment’s purpose and your learning goals and outcomes. 

This downloadable Bloom’s Taxonomy Revisited resource , created by Oregon State University, highlights the differences between AI capabilities and distinctive human skills at each Bloom's level, indicating the types of assignments you should review or change in light of AI. Bloom's Taxonomy Revisited is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0).  

Access a transcript of the graphic .

Step 2: Define the tasks involved.

In the next step of TILT, you list the steps students will take when completing the assignment. In what order should they do specific tasks, what do they need to be aware of to perform each task well, and what mistakes should they avoid? Outlining each step is especially important if you’re asking students to use generative AI in a limited manner. For example, if you want them to begin with generative AI but then revise, refine, or expand upon its output, make clear which steps should involve their own thinking and work as opposed to AI’s thinking and work.

• Are you designing this assignment as a single, one-time task or as a longitudinal task that builds over time or across curricular and co-curricular contexts?  For longitudinal tasks consider the experiential learning cycle (Kolb, 1984) . In Kolb’s cycle, learners have a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. For example, students could record their generative AI prompts, the results, a reflection on the results, and the next prompt they used to get improved output. In subsequent tasks students could expand upon or revise the AI output into a final product. Requiring students to provide a record of their reflections, prompts, and results can create an “AI audit trail,” making the task and learning more transparent.
• What resources and tools are permitted or required for students to complete the tasks involved with the assignment? Make clear which steps should involve their own thinking (versus AI-generated output, for example), required course materials, and if references are required. Include any ancillary resources students will need to accomplish tasks, such as guidelines on how to cite AI , in APA 7.0 for example.
• How will you offer students flexibility and choice? As of this time, most generative AI tools have not been approved for use by Ohio State, meaning they have not been  vetted for security, privacy, or accessibility issues . It is known that many platforms are not compatible with screen readers, and there are outstanding questions as to what these tools do with user data. Students may have understandable apprehensions about using these tools or encounter barriers to doing so successfully. So while there may be value in giving students first-hand experience with using AI, it’s important to give them the choice to opt out. As you outline your assignment tasks, plan how to provide alternative options to complete them. For example, could you provide AI output you’ve generated for students to work with, demonstrate use of the tool during class, or allow use of another tool that enables students to meet the same learning outcomes?

Microsoft Copilot and Adobe Firefly are currently the only generative AI tools that have been vetted and approved for use at Ohio State. Copilot is an AI-powered chatbot that draws from public online data, giving you access to better answers and greater efficiency, but with additional security measures in place. Adobe Firefly is a generative AI engine that aims to support and augment your creative work. You can use Firefly to generate and enhance images, edit objects, and more.  Learn more about approved AI tools at Ohio State.  

• What are your expectations for academic integrity? This is a helpful step for clarifying your academic integrity guidelines for this assignment, around AI use specifically as well as for other resources and tools. The standard Academic Integrity Icons in the table below can help you call out what is permissible and what is prohibited. If any steps for completing the assignment require (or expressly prohibit) AI tools, be as clear as possible in highlighting which ones, as well as why and how AI use is (or is not) permitted.

Promoting academic integrity

While inappropriate use of AI may constitute academic misconduct, it can be muddy for students to parse out what is permitted or prohibited across their courses and across various use cases. Fortunately, there are existing approaches to supporting academic integrity that apply to AI as well as to any other tool. Discuss academic integrity openly with students, early in the term and before each assignment. Purposefully design your assignments to promote integrity by using real-world formats and audiences, grading the process as well as the product, incorporating personal reflection tasks, and more. 

Learn about taking a proactive, rather than punitive, approach to academic integrity in A Positive Approach to Academic Integrity.

Step 3: Define criteria for success.

An important feature of transparent assignments is that they make clear to students how their work will be evaluated. During this TILT step, you will define criteria for a successful submission—consider creating a  rubric to clarify these expectations for students and simplify your grading process. If you intend to use AI as a substitute or augmentation for another technology, you might be able to use an existing rubric with little or no change. However, if AI use is modifying or redefining the assignment tasks, a new grading rubric will likely be needed. 

• How will you grade this assignment? What key criteria will you assess? 
• What indicators will show each criterion has been met? 
• What qualities distinguish a successful submission from one that needs improvement? 
• Will you grade students on the product only or on aspects of the process as well? For example, if you have included a reflection task as part of the assignment, you might include that as a component of the final grade.

Alongside your rubric, it is helpful to prepare examples of successful (and even unsuccessful) submissions to provide more tangible guidance to students. In addition to samples of the final product, you could share examples of effective AI prompts, reflections tasks, and AI citations. Examples may be drawn from previous student work or models that you have mocked up, and they can be annotated to highlight notable elements related to assignment criteria. 

Present and discuss your assignment.

As clear as we strive to be in our assignment planning and prompts, there may be gaps or confusing elements we have overlooked. Explicitly going over your assignment instructions—including the purpose, key tasks, and criteria—will ensure students are equipped with the background and knowledge they need to perform well. These discussions also offer space for students to ask questions and air unanticipated concerns, which is particularly important given the potential hesitance some may have around using AI tools. 

• How will this assignment help students learn key course content, contribute to the development of important skills such as critical thinking, or support them to meet your learning goals and outcomes? 
• How might students apply the knowledge and skills acquired in their future coursework or careers? 
• In what ways will the assignment further students’ understanding and experience around generative AI tools, and why does that matter?
• What questions or barriers do you anticipate students might encounter when using AI for this assignment?

As noted above, many students are unaware of the accessibility, security, privacy, and copyright concerns associated with AI, or of other pitfalls they might encounter working with AI tools. Openly discussing AI’s limitations and the inaccuracies and biases it can create and replicate will support students to anticipate barriers to success on the assignment, increase their digital literacy, and make them more informed and discerning users of technology. 

Explore available resources It can feel daunting to know where to look for AI-related assignment ideas, or who to consult if you have questions. Though generative AI is still on the rise, a growing number of useful resources are being developed across the teaching and learning community. Consult our other Teaching Topics, including AI Considerations for Teaching and Learning , and explore other recommended resources such as the Learning with AI Toolkit and Exploring AI Pedagogy: A Community Collection of Teaching Reflections.

If you need further support to review or develop assignment or course plans in light of AI, visit our Help forms to request a teaching consultation .

Using the Transparent Assignment Template

Sample assignment: ai-generated lesson plan.

In many respects, the rise of generative AI has reinforced existing best practices for assignment design—craft a clear and detailed assignment prompt, articulate academic integrity expectations, increase engagement and motivation through authentic and inclusive assessments. But AI has also encouraged us to think differently about how we approach the tasks we ask students to undertake, and how we can better support them through that process. While it can feel daunting to re-envision or reformat our assignments, AI presents us with opportunities to cultivate the types of learning and growth we value, to help students see that value, and to grow their critical thinking and digital literacy skills. 

Using the Transparency in Learning and Teaching (TILT) framework to plan assignments that involve generative AI can help you clarify expectations for students and take a more intentional, productive, and ethical approach to AI use in your course. 

• Step 1: Define your purpose. Think about what you want students to gain from this assignment. What are your learning goals and outcomes? Do you want students to understand the limitations of AI, see its applications in your field, or reflect on its ethical implications? The SAMR model and Bloom's Taxonomy are useful references when defining your purpose for using (or not using) AI on an assignment.
• Step 2: Define the tasks involved. L ist the steps students will take to complete the assignment. What resources and tools will they need? How will students reflect upon their learning as they proceed through each task?  What are your expectations for academic integrity?
• Step 3: Define criteria for success. Make clear to students your expectations for success on the assignment. Create a  rubric to call out key criteria and simplify your grading process. Will you grade the product only, or parts of the process as well? What qualities indicate an effective submission? Consider sharing tangible models or examples of assignment submissions.

Finally, it is time to make your assignment guidelines and expectations transparent to students. Walk through the instructions explicitly—including the purpose, key tasks, and criteria—to ensure they are prepared to perform well.

• Checklist for Designing Transparent Assignments
• TILT Higher Ed Information and Resources
• Artificial Intelligence at Ohio State

Winkelmes, M. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99 (2).

Wilkelmes, M. (2013). Transparent Assignment Design Template for Teachers. TiLT Higher Ed: Transparency in Learning and Teaching. https://bdl2jezatgadvbda.public.blob.vercel-storage.com/pdf/Transparent%20Assignment%20Templates-2LhjMK8n0IxS1retxNyiAj7P1qejRd.pdf

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review.

Related Teaching Topics

Ai considerations for teaching and learning, ai teaching strategies: having conversations with students, designing assessments of student learning, search for resources.

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9 Collaborative Technology Projects Your Students Will Love!

If your classroom is far from a 1:1 environment (more like 1:32), it can be hard to find great technology projects that really work.

If your classroom is far from a 1:1 environment (more like 1:32), it can be hard to find great technology projects that really work. Here are some simple tech tools students can use to create awesome projects. Students can work together in cooperative learning groups or independently depending on your access to technology in your school district. Bonus: They’re all free!

Inkle   is a fun digital storytelling tool for students. Rather than having students use Microsoft Word, change things up by having them create a digital book. Students will love adding images to make their story come to life! Cooperative learning idea: Students can collaborate and create a Choose Your Own Adventure story! Each child adds a paragraph to the story and at least two options for readers to choose from. They insert images by adding the link to an image they like online. This Web 2.0 tool is free and the children’s work can be saved and shared.

2. Story Bird

With Story Bird , kids can choose images and invent their very own unique story to go along with the pictures. Students must use their inference skills to depict an image. What is the character feeling? Where does the story take place (setting)? What’s the plot? It’s up to kids to decide after they carefully examine every detail of their image. There is no right or wrong answer.

Cooperative learning idea:  Have students share a computer and agree on an image. Then they go off and depict the image as they see it. The students can then compare and contrast their results.

3. Build Your Wild Self

New York Zoos and Aquarium / Wildlife Conservation Society has an interactive game called  Build Your Wild Self!  Students choose different body parts and limbs for their creature. Then, they choose a habitat. When they’re all finished, the site describes each attribute they chose. For example, orb spider eyes: “You have six eyes, but you can’t see very well. You use your keen sense of touch to track down prey.” 

Cooperative l earning idea:  Have students work together to build a “wild self” and write a paragraph describing what their animal would eat, their animal’s habitat, exceptional characteristics and talents, as well as their unique adaptations. You could also group students into teams to create a habitat that would be suitable for all of their animals!

4. Blabberize

Blabberize is a free tool that makes photos come to life! Students upload a photo, create a mouth and record whatever they would like their image to say!

Cooperative learning idea: Students can take turns talking. This tool can be used to give a history or science report. Students could describe an animal’s adaptations by making the animal they researched talk!

5. Little Bird Tales

Students can create digital books, add or draw photos and insert their very own voice with Little Bird Tales ! You could have each student create a page to create a class book. Click here for an example.

Cooperative learning idea: Older students can work in teams and create a digital book for a presentation. This is a great project for students who don’t enjoy giving oral presentations.

6. What if? Genie

If students aren’t feeling inspired, have them ask the story genie ! The genie randomly generates a “what if?” question for kids. The “what if?” questions are crazy and imaginative, ones kids would have a blast writing about! Hit the genie square to generate a question.

Cooperative learning idea:  Students can share a computer, generate a “What if?” question, then go off and write! Then they can compare and contrast their results.

7. Free Rice

Have students make a difference by practicing their math, chemistry, anatomy, geography, foreign language, vocabulary, grammar, humanities and even for the SAT. “For each answer they get right, 10 grains of rice is donated  through the World Food Programme to help end hunger.”

Cooperative learning idea: Students can go on Free Rice and calculate how much rice they donated as a group and create a graph to show their weekly results. This can be an ongoing project throughout the year. Groups can compare and contrast their results.

A free Animoto account lets students create 30-second videos, which can be challenging!

Cooperative learning idea: Have students explain something in 30 seconds through music and images. Above is an example of a water cycle video.

How many letters can you chain together to form a word? Point value: 3 or 4 letters = 1 point, 5 = 2 points, 6 = 3 points, 7 = 5 points, 8 or more = 11 points. Goal: Try to form as many words as you can before time runs out! Visit  Teacher Led  for a free letter generator!

Cooperative learning idea: Have students work in teams to create words. Then as a math project, they can create fractions (words created / how many times they rolled the dice) or graphs (compare/contrast the number of words created).

Erin Bittman is a designer turned teacher. Check out her blog E Is for Explore ! You can also find E Is for Explore! on Facebook and Pinterest .

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Integrating Technology in Middle School

Creative educator lesson plans can help you provide your middle-school students with an engaging and creative approach to content learning..

Depending on your student's abilities, you may also want to explore sixth-grade lesson plans.

Design a Book Cover

Students create a new cover design for a book they are reading to demonstrate comprehension and explore character, plot, setting, symbolism, and conflict.

Do Judge a Book by Its Cover

In this lesson, students build visual literacy and engage in close reading as they investigate the text and imagery on book covers to evaluate whether they are worth reading.

Take Reading SERIESly

In this lesson, students investigate the potential of a book's characters, plot and themes and develop a proposal for turning it into a series.

Hero's Journey

Students will create an eBook identifying and explaining the events in a hero's journey in a text they are reading.

Character Scrapbook

Students will create a digital scrapbook that showcases the viewpoint of the main character.

Interview a Book Character

In this lesson, students craft an interview with a character from a book they are reading to demonstrate comprehension.

Create a Card Game

Students create a card game based on the storyline of a book they are reading.

Students will create a mock social network page from the viewpoint of the protagonist or antagonist in a novel they are reading.

Create a Visual Poem

Students will create a visual, or video, poem as they analyze the imagery in a text.

Publish a Digital Magazine

Students take the lead and design and create their own digital magazine.

The ABC’s of …

In this lesson, students create an alphabet book to share knowledge and information they have learned, organizing their writing using the ABC’s.

Vocabulary Trading Cards

In this lesson, students create vocabulary trading cards that use images to help other students master the meaning of new words.

Book Trailers

Students will develop a movie-style trailer for a book they have read.

Persuade with Emotional Appeals

Students will build persuasive skills and media literacy as they explore techniques of propaganda and develop commercials that persuade viewers.

Here's to Your Health

Students will research a health issue, write an essay, and transform their argument into a public service announcement.

Don’t Let the Earth Down

Students will write persuasively on a conservation issue and create a public service announcement to promote their cause.

Pop-up Plaza Proposal

In this lesson, students craft a proposal for a pop-up plaza or parklet where community members can relax, reflect and connect.

Persuasive and Presidential Writing

Students learn persuasive writing and presentation skills.

Save from the Flames

In this lesson, students share why they would save a specific book from the "firemen" in Ray Bradbury's Fahrenheit 451.

Infographics

Students will create an infographic poster to share knowledge and data about an issue they are studying.

Plan an Event

Students will plan for an event and create a proposal demonstrating how the event might look and how much it would cost.

Tessellation Sensation

Students will create their own tessellations study the mathematical concepts of patterns, planes, symmetry, and translation.

Surreal Symmetry

In this lesson, students use symmetry to create bizarre creatures around a self-portrait and then write a poem about the image.

Fastballs, Free Throws and Physics

Students will create an animated video that showcases how physics concepts apply to their favorite sport.

Healthier School Lunches

Students will learn about nutrition and create a sample menu for a week of healthy school lunches.

Virtual Museum

In this lesson, students create an online museum for their community.

Commemorative Ceremonies

Students develop a ceremony to honor a person or commemorate an event in history.

The President's Team

In this lesson, students nominate literary characters for each seat in the President's cabinet.

Artifact Interviews

Students will research a historical person or event and retell the story as an animated interview with an artifact from that time or place.

Tourism Trade Show

In this lesson, students develop materials to promote a specific region they are studying and make their pitch for a visit to this location at a tourism trade show.

Video Biographies

Students complete research on a historical figure and create a video biography of that person.

Postcards from the Past

In this lesson, students will create a collection of postcards that demonstrate how different people in the past may have viewed a single event or culture and analyze the range of perspectives in all class postcards to gain a deeper understanding of history.

Set SMART goals

In this lesson, students set SMART goals for the coming school year, identifying action items they can complete to achieve them.

Create a Vision Board

In this lesson, students create a vision board to turn their goals into words and images that represent what life will look and feel like when they reach them.

Political Cartoons Then and Now

Students will analyze and share the history of a political cartoon and then create their own cartoon about a current event.

Not Your Average Portfolio

Students will learn about the life of a famous person and create non-fiction porfolio about the individual.

Historical Journal

Students will create a historical journal from a fictional character's point of view.

Ancient Cultures News Broadcast

Students create a news broadcast while studying ancient civilizations.

A Day in the Life

Students will create a daily newspaper edition to learn about the politics and culture of ancient Rome.

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