Social loafing in group-based projects is a common problem for college teachers. This problem has received great attention, including a Quick Fix article by Stevens (2007), whose recommendations remain useful today, particularly the mechanism for peer evaluations--a key strategy for reducing social loafing. Since the publication of Stevens's (2007) article, others have devised various forms of information and communication technologies (ICTs), which are widely available and free of cost and which can be incorporated easily into group projects to increase opportunities for evaluation of individual contributions. These tools are relevant to projects in which a substantial portion of the group project is written. The author stresses that teachers consider opportunities for evaluation as it relates to both the final product of the assignment (i.e., "what" was created) and the process (i.e., "how" it was created). Various types of technologies can be used to achieve this. ICTs are becoming more commonplace in everyday life and in the college setting. The opportunities for using technologies to address problems such as social loafing and to advance education in other ways are nearly limitless. Ongoing professional development is necessary in order for teachers to remain current with technologies used by students and to consider innovative applications in the classroom setting.