From a single call-for-papers landing page to a multi-cycle submission, review, and program platform — here is what conference hosting looks like when it is run by people who have actually shipped academic events. With snapshots from aseecoed.com, a division site we have built and maintained for years.
We've built CxEdHub.com as the home for our CRAFT series — a growing set of classroom-ready resources, lessons, and tools that help educators teach cybersecurity, computing, and AI without starting from scratch.
Your teachers are already encountering AI in their classrooms — in student submissions, in curriculum tools, in assessment platforms. The question is not whether to address it. The question is whether your teachers are prepared to.
Our first workshop used Lego robots. Our most recent ones use large language models. The through line is not the technology — it is the design philosophy that makes any technology teachable.
Professional development providers fall into two categories: those who deliver content and those who study whether it works. We have spent 15 years doing both, and the difference shapes every engagement.
When 60 teachers told us what they needed most from STEM professional development, the answer was not more content, better technology, or new standards. It was time. Here is what that finding means for PD design.
We designed a cybersecurity microcredential program for K-12 teachers, ran it through three cohorts, and published the results. Completion rates improved when we changed one thing: time.
Before Wyoming had computer science mandates, we trained 150 K-8 teachers and librarians to integrate CS into their existing curricula through a multi-year NSF-funded program. The results — and the model — transfer to any state.
We ran NSA-funded GenCyber camps for five consecutive years — for both students and teachers. The program worked, but not always for the reasons we expected. Here is what the evaluation data revealed.
The BBC micro:bit costs less than a school lunch. Over the past seven years, it has become our most effective tool for introducing physical computing to teachers who have never written a line of code.
When we teach computational modeling with tools like NetLogo, the goal is not to produce programmers. The goal is to produce thinkers who can build, test, and refine models of complex systems — and that is a fundamentally different skill.
Over 411 computing-infused lesson plans, created by K-12 teachers, organized by subject and standard, and free to use. Here is why we built CxEdHub and what it taught us about scaling professional development.