Abstract
My STS research paper and technical project examine two distinct forms of technology
which can shape student experiences. My capstone project focused on building a marketplace
web application designed specifically for University of Virginia students. The solution addresses
the need for a platform that enables students to buy, sell, or donate efficiently within a trusted
community. Through the development of this project, the team hoped to contribute to the
university community by providing a platform that reduces waste, improves affordability, and
promotes sustainability. Though loosely connected, my passion for student mentorship,
education, and technology led me to focus my STS research paper on evaluating the potential
adoption of generative artificial intelligence (GenAI) into K-12 education. The revolutionary
advancement of GenAI has significantly disrupted the field, leaving educators at all levels
searching for solutions. The paper discusses the risks, benefits, and broader societal implications
of integrating AI in education.
The technical portion of my thesis produced a fully functional and production-ready
marketplace web application tailored to UVA students. The goal was to meet the need for a safe,
secure, and intuitive platform where verified UVA students can sell, buy, or donate items. Key
distinguishing features include UVA email authentication, personalizable item alerts, and direct
integration with HoosReuse, UVA’s official donation initiative. Through the development of this
application, I improved my ability to translate user needs into technical features, furthering my
understanding of how design choices impact usability, security, and user engagement. Overall,
this capstone project provided valuable experience and insight into every step of the software
development process, reinforcing the importance of various core technical engineering principles.
In my STS research, I address the core question: To what extent should GenAI be
integrated into K-12 education, and what would successful adoption look like? I approach this
investigation by discussing the current research on GenAI tools, their use in educational settings,
and broader ethical considerations, framing this analysis through established STS frameworks.
Using the Social Construction of Technology and the Technology Acceptance Model, the paper
analyzes and evaluates how key stakeholders within education can control GenAI’s adoption. In
doing so, I demonstrate that administrators, teachers, and parents have the capacity to shape the
construction, integration, and use of AI in education. Furthermore, this paper argues that student
use of GenAI is a reflection of the educational philosophies and priorities upheld within a given
education system. This STS research deepened my understanding of the sociotechnical dynamics
within systems and how they can shape the perception, acceptance, and use of technology in
society.
Together, this work has allowed me to explore the technical concepts necessary to
execute a software solution at scale, while also investigating the relevant sociotechnical ideas
necessary to understand how technology can influence society, and vice versa.
