An American Indian college student wearing a wrist brace types on a laptop in a classroom while other students around him write by hand in notebooks.

From analog to AI and back again: Finding an accessible middle ground

Resources, Teaching, Technology Trends

Recent articles from NPR and Edutopia introduced us to Chanea Bond, a high school teacher who has nearly eliminated the use of computers in her classroom. Her students handwrite their work, with only a few exceptions of final work that is typed after being handwritten. Bond’s approach makes sense—compelling research studies demonstrate that writing by hand encourages critical thinking and increases learning potential in ways that typing does not. And there are growing concerns about the environmental impact of the data centers AI systems require. Reports acknowledge that these centers are depleting natural resources and polluting the environment, which makes switching to analog teaching practices seem all the more responsible.

A person uses their fingertips to read text on an electronic braille display connected to a computer keyboard.A classroom model that minimizes technology may benefit some learners but eliminating it entirely can unintentionally create new barriers. A fully analog approach to writing overlooks students who rely on technology for accessibility. Not all students can physically handwrite their work for extended periods, whether due to arthritis, limb differences, chronic pain, or temporary injuries. Others require digital access to assignment prompts so they can use screen readers, speech-to-text software, or CART services. As the number of college students with documented disabilities continues to rise, and as barriers to receiving diagnoses and accommodations continue to persist, it is increasingly important to design our courses to anticipate the needs of students with disabilities who require access to devices.

AI-resistant course design 

Want to be inclusive and still encourage your students to avoid using AI when completing their work? Here are some strategies. 

Have a clear AI usage policy 

Create and revisit this policy throughout the semester and explain to students why using AI in a way that doesn’t follow this policy will impact their learning. Be specific about what is allowed (e.g., brainstorming, grammar checks) and what is not (e.g., generating full drafts). If a student doesn’t follow your AI usage policy, allowing them to redo the assignment with guidance can reinforce that your policy is about learning, not compliance or surveillance. Talking openly about AI and framing it as a tool with limits can help students see the value of developing their own skills. 

Grant extensions when you’re able 

There are many reasons why students contravene academic integrity policies, but a straightforward way to address this larger issue is to allow extensions. Not only do extensions build trust and rapport within a class, but giving an extension means students can complete their work independently and may reduce the pressure that leads them to rely on AI. With an extension, you can require a short check-in or planning conversation to help them create a manageable timeline and strategies for completing the assignment. If you build your course using Universal Design for Learning (UDL) principles, all students can benefit from the built-in flexibility and scaffolding regardless of their individual circumstances. 

Establish a writing community 

A group of students sit around a table in a library, smiling and taking notes together while studying from open books and notebooks.To avoid students relying on AI because writing feels like a solitary and overwhelming task, incorporate brainstorming, drafting, editing, and feedback sessions into class time. This might involve using peer review sessions, one-on-one conferences, research groups, or just regular writing time during class. Consider a flipped classroom model to create more time for work during class. Students who feel supported throughout the writing process are less likely to outsource it.

Design AI-resistant assignments 

Shifting to assignments that demonstrate the application of knowledge in ways beyond traditional essays can help students deepen their learning while discouraging them from using AI. For any writing assignments, incorporating elements of the student’s connection to the topic can also help make an assignment more AI-resistant. Providing feedback and grades on drafts along the way can encourage students to engage in the process of writing and thinking rather than seeing it as a high-stakes one-shot assignment.

AI-resistant writing strategies 

Students turn to AI when they’re unsure of how to begin or if they have the skills necessary to complete the assignment. Integrating writing practice, check-ins, and guidance can help support students who are confused and need to build confidence as writers. 

Here are some strategies to consider:

  • Graphic organizers and templates for structured brainstorming and planning. These are especially effective for students who struggle when writing from a blank page or screen.
  • Progress reports identify processes, plans, and concerns during drafting and revision. Students who struggle with writing may use speech-to-text tools to draft their reports.
  • Scaffold assignments, breaking down larger projects into smaller steps with checkpoints.
  • Provide examples and rubrics to guide and model expectations for students.

Further reading 

Learn more about using AI with guidance from NIU and CITL

Learn more about accessibility and writing 

Learn more about AI usage and its impact

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