These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

13-1:  Evaluate the cost and benefits of technology in policing.

1. Debate:  In groups of 4-6, debate the costs and benefits of technology in policing. Discuss how departments can weigh this balance.
2. Writing:  In 500-800 words, reflect on the necessity of balancing the needs of investigations with the needs of civil liberties, and how agencies can support this balance.

13-2:  Summarize the variety of ways that computers have affected policing.

1. Documentation:  In groups of 3-5, document the various ways that computers have affected policing.
2. Writing:  Reflect on how computers have affected policing policies and practices. Do you believe they have effectively assisted the police in combatting crime and protecting public safety? Discuss in 800-1000 words and include examples.

13-3:  Identify and describe the issues surrounding the increased use of video cameras by police and the private security industry.

1. Practicum:  In groups of 3-5, develop 5-7 action points for an ideal agency policy around the use of cameras. Consider perspectives of both officers and the wider community.
2. Writing:  In 800-1000, reflect on the impacts of cameras on policing. Consider police cameras and citizen cameras, concerns around surveillance, and tools of accountability.

13-4:  Describe on the bases of the many constitutional issues now confronting judicial and legislative bodies presented by the growth of surveillance technologies.

1. Documentation:  In groups of 3-5, outline the evolution of surveillance technology and relevant legislation. Discuss the goals of these technologies and your concerns about them.
2. Writing:  In 800-1000 words, discuss the costs and benefits of surveillance technology today.

13-5:  Explain how crime mapping is used in crime analysis and crime prevention.

1. Practicum:  Imagine you are a team of administrators who have enough GIS data to understand local hot spots in your district. In groups of 3-5, outline 7-10 actions you will take to combat crime using this data.
2. Writing:  What is the rationale behind crime mapping and how does it work? What might be concerns about police focusing on hot spot areas (consider discussions from the previous chapter)? Discuss in 800-1000 words.

13-6:  Describe the four main biological identifiers and how they are used in investigations.

1. Documentation:  In groups of 3-5, outline the four main types of biological identifiers, how they are used, and concerns around their use.
2. Writing:  While sophisticated biological identifiers may be useful in fighting crime, what are concerns around this amount of data collection and sharing about citizens? Weigh the costs, benefits, and limitations of this technology. Discuss in 800-1000 words.

13-7:  List the main tools officers use for speed detection.

1. Role-playing:  In groups of 4-6, enact scenarios that portray proper training and orientation for police using speed detection devices.
2. Writing:  In 500-800 words, reflect on the importance of speed detection systems and how technology can strengthen them.

13-8:  Discuss the effects of technology on police armor and weaponry, both lethal and nonlethal, and identify any legal issues associated with the use of these various technologies.

1. Practicum:  In groups of 4-6, outline a use-of-force options chart with 7-10 examples of incidents and the corresponding appropriate use of force. Discuss what use of force is appropriate for various incidents and why. Present to the class.
2. Writing:  What are likely hopes and concerns for both officers and citizens during face-to-face interactions? How can training prepare officers to interact with citizens, using appropriate level-of-force only when necessary?  Reflect in 1000-1200 words.