Technology Bias Presentation

Overview

In this 75-minute lesson, 10th grade students in Quebec will share their research findings on algorithmic and technological bias. Through structured presentations and guided reflection, students will critically analyse the advantages and disadvantages of their chosen topic and articulate how their understanding has evolved. The lesson concludes with an individual exit ticket that synthesizes their comprehension of algorithmic bias and its social implications, directly addressing competencies and learning objectives outlined in the Quebec Social Studies curriculum.

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Learning Objectives

By the end of this lesson, students will be able to:

• Analyse and communicate the social impact of technology and algorithms, recognizing multiple perspectives on bias.
• Reflect critically on their own research process and the evolution of their thinking regarding algorithmic bias.
• Demonstrate understanding of algorithmic bias, its causes and consequences, and its implications for inclusive citizenship in a democratic society.

Quebec Curriculum References

• Broad Area of Learning: Environmental, Social and Economic Development
• Competency:
  • CD 1: Understand the world through social and cultural knowledge
  • CD 2: Adopt critical and reflective thinking
  • CD 3: Communicate appropriately using social studies language and concepts
• Specific Learning Objectives:
  • Explain factors that influence social relations in tech-driven environments (e.g., algorithm design)
  • Identify the impact of digital innovations on social equity and democracy
  • Present information clearly, following a logical structure adapted to the audience

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Materials Needed

• Student digital or printed research notes from previous lessons
• Presentation tools (PowerPoint, Google Slides, posters, etc.)
• Chart paper and markers for teacher to record main themes/ideas
• Exit ticket handout or digital form
• Timer or clock

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Classroom Setup

Arrange desks in a semi-circle or clusters to facilitate peer presentations and discussion. Ensure access to projection or display devices if students use digital presentations.

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Lesson Breakdown

1. Warm-Up & Orientation (10 minutes)

• Begin with a brief recap of "Exploring Algorithms and Bias" unit. Use a quick, interactive poll or show images/questions that prompt students to recall the concept of algorithmic bias.
• State the objectives for today’s lesson: presenting research, discussing pros and cons, reflecting on learning, and completing an exit ticket.
• Review presentation guidelines and expectations, emphasising respectful listening and constructive feedback.

2. Student Presentations (40 minutes)

• Each student (or pairs if presentations are group-based) will have 4-5 minutes to present their research topic on technology bias (examples may include facial recognition bias, social media algorithmic influence, bias in hiring algorithms, etc.).
• Students should cover:
  • Brief description of their chosen technology or algorithm
  • Identified biases (sources and types)
  • Advantages and beneficial uses of the technology
  • Disadvantages, negative consequences or risks due to bias
  • Personal reflection: How did their views change during research?
• Teacher acts as facilitator, moderating time and encouraging peer questions after each presentation (1-2 min Q&A).

3. Group Discussion and Synthesis (15 minutes)

• Following presentations, facilitate a class discussion:
  • What common themes did students notice?
  • What surprised them about their peers’ findings?
  • How do these biases affect society and democracy in Quebec and globally?
  • Encourage students to link their findings to the responsibilities of citizenship and the importance of informed digital engagement (CD 1 and CD 2).
• Use chart paper to record key points, creating a visual synthesis of the unit’s core ideas on bias and technology.

4. Exit Ticket – Individual Reflection (10 minutes)

• Students complete an exit ticket with these prompts:
  1. Summarize your understanding of algorithmic bias in two or three sentences.
  2. Identify one positive and one negative implication of technology bias for society.
  3. Describe one thing you can do as a citizen to help reduce the negative impacts of bias in technology.
• Collect responses to assess individual understanding and inform future unit planning.

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Assessment & Evaluation

• Formative:
  • Observation during presentations and discussions
  • Quality and clarity of explanations and reflections
• Summative:
  • Exit ticket responses evaluated on completeness, insight, and use of social studies concepts
• Rubric criteria can include clarity of communication, depth of critical thinking, understanding of social implications, and connection to course content and competencies.

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Differentiation Strategies

• Allow use of bilingual vocabulary or glossaries for English and French learners to express complex ideas confidently.
• Partner students intentionally to pair those with stronger verbal skills with those who excel in research or visuals.
• Provide scaffolding with sentence starters or graphic organisers for reflection prompts on exit tickets.
• Use varied presentation formats (oral, visual, digital) to meet diverse learning preferences.

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Reflection for the Teacher

• Consider how students linked research to broader societal questions around identity, democracy, and equity, key aspects of the Quebec curriculum.
• Reflect on whether the class showed growth in critical thinking about technology’s role in society.
• Plan follow-up activities or cross-curricular connections (e.g., Ethics, Technology Education) to deepen this understanding.

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This lesson, aligned with Quebec’s Social Studies broad competency development and learning objectives, empowers students as critical citizens capable of analysing complex technological phenomena and their societal effects — a crucial skill in our digital age.