Workshops are FREE with your conference Registration
2026 Workshops
- BYOL: Computational Thinking & Computer Science Through a Creative Arts Pathway
- From Vision to Practice: Designing AI‑Integrated, Inquiry‑Based STEM Curriculum for Educator Preparation Programs and K–12 Professional Learning
- Implementing Virtual Reality in the Classroom
- Generative Thinking: A New Approach To AI In The Classroom
- Joint Progression in AI Literacy: Faculty & Student Integration Models for Higher Education
- Empowering Educators Through Digital Storytelling: A Hands-On Workshop for Amplifying Student Voices
- Gamifying conversations about AI in PK-12 education: The RECAPT framework in action
- Integrating AI in Teacher Education: Competencies, Strategies, and Tools
- Generative AI in K–12: Rebuilding Critical Thinking and Communication Skills for the Future Workforce
- Project-Based Learning in the AI Era: Scaffolding Student Inquiry and Innovation
- Gauging Student Understanding in the Age of AI: Using GenAI to Design Process-Centered Formative Assessments
- AI Does Not Mean All In: Using the AUGMENT Model for Meaningful Teaching and Learning Across the Curriculum
BYOL: Computational Thinking & Computer Science Through a Creative Arts Pathway
Note: A $25 materials fee will be required for this workshop. Please Bring Your Own Laptop or Device to participate.
Abstract: Although programs like Hour of Code and devices like the BBC micro:bit have made progress with introducing students to computational thinking and computer science, many students do not self-identify as being “techie” or imagining a future career in STEM fields.
This workshop provides a hands-on exploration of a new approach, where participants will experience first-hand how the use of a device called the MakerPort provides an enhancement option for artists and students to add lights, sound, movement and interactivity to any project that is fundamentally a creative arts endeavor. Examples include making an animatronic figure, an interactive portrait, or holiday decorations, among many other possibilities. In the classroom, students learn that technology provides a powerful new tool to the artist, as well as engineers and have a tangible way to put the “A” in STEM to become STEAM. Participants will create a project with animatronic features, and be able to keep their project that includes a MakerPort for their own future use.
The MakerPort is a self-contained micro-controller package (about the size of a deck of cards) that allows artists and students to easily add lights, sound, motion and interactivity to a creative project. The MakerPort was first available in January 2025, with a website at makerport.fun. Videos of projects can be found on YouTube in the @TheMakerPort channel.
Presenter: Roger Wagner is a former high school math & science teacher with 40+ years experience in educational technology, coding and public speaking, including numerous workshops and keynotes. The instructor has also previously led workshops at AACE and other conferences, and is the recipient of numerous educational technology awards.
From Vision to Practice: Designing AI‑Integrated, Inquiry‑Based STEM Curriculum for Educator Preparation Programs and K–12 Professional Learning
Abstract: This interactive workshop is designed for university faculty and staff leading Educator Preparation Programs (EPPs), as well as K–12 administrators and instructional designers who support and develop current STEM educators. The session equips participants to harness artificial intelligence (AI) as a transformative partner in preparing both pre‑service and in‑service teachers for rigorous, inquiry‑based STEM instruction. Using a hands‑on, collaborative format, the workshop introduces a research based, standards‑aligned framework for embedding AI into EPP coursework, clinical experiences, and field placements, and for enhancing STEM teaching practices in the K–12 classroom. Participants will explore theoretical foundations, real‑world case studies, and guided activities showcasing AI’s role in lesson co‑design, formative assessment, differentiation, and professional growth. A special emphasis is placed on applied professional development, giving attendees time to work with peers to reimagine courses, field‑based assignments, or K–12 STEM PD sessions through the AI‑supported framework. All attendees will leave with actionable resources, sample modules, and strategies for building AI literacy in educators at all career stages. By the end, participants will be empowered to lead program‑ or district‑level change, model effective AI‑integrated teaching, and advocate for responsible, equitable AI use in STEM education.
Presenter: Dr. Michaine Ashley is an accomplished STEM educator and curriculum innovator with over a decade of experience in K–12 STEM education. Her expertise spans STEM pedagogy, inquiry-based curriculum design, educator preparation, and professional development for K–12 faculty. She is the author of “Empowering STEM Education: Harnessing MagicSchool AI for Experiential Learning” in J. Araujo & S. Snider (Eds.), Harnessing AI’s Potential to Support Student Success and Teaching Excellence, exploring how AI and emerging technologies integrate into hands-on, experiential STEM learning. Dr. Ashley founded the K–12 STEM Education Micro‑credential at Texas Woman’s University, where she serves as the College of Professional Education’s STEM expert, designing professional learning to prepare preservice educators for high‑impact, AI-supported STEM instruction aligned with research and standards. Nationally, she co‑chairs the SITE Technology Infusion Across Educator Preparation (TIP) SIG and founded/edits its newsletter to share best practices, resources, and research. Blending K–12 STEM teaching experience with higher‑ed leadership, she bridges theory and practice, equipping future educators to create rigorous, inclusive, inquiry‑driven learning experiences that leverage AI as a catalyst for engagement and success.
Implementing Virtual Reality in the Classroom
Abstract: Incorporating emerging technologies into the classroom is critical. As educators, it’s essential to explore how new technologies, such as Virtual Reality (VR), can enhance the learning experience. While implementing such technologies may initially seem daunting, this workshop will demonstrate that it is easier than one might expect.
Designed specifically for educators, this workshop introduces participants to the world of VR through practical, hands-on experience. Attendees will learn to use the Engage platform to create their own virtual classroom environments, starting with the basics. Participants will create and manage virtual meetings, lectures, discussions, presentations, and assignments, all while exploring VR’s immersive experience. The workshop will incorporate both laptop-based and VR visor-based experiences, allowing participants to see firsthand how this technology can transform classroom interactions. By the end, we’ll explore ways to further integrate VR into their teaching practices.
Presenter: Dr. Gulsebnem (Sheb) Bishop is currently teaching at Campbellsville University as an Assistant Professor of Computer Information Systems in the Department of Business, Economics, and Technology. She graduated with a doctorate degree in Computer Science and Information Systems from Pace University, NY, in 2006. She holds an MBA and a degree in Cybersecurity from Stratford University, VA. She is a certified PMP.
Her areas of interest are software development, design and security, data warehousing and database administration, data analytics, and data science.
Dr. Bishop worked in non-profit IT, specifically in databases and database administration, for over 13 years, as well as in other IT areas, including web design and IT project management. She worked for several non-profits in New York and Washington, DC (American Museum of Natural History, NAACP, Legal Defense and Education Fund, and Human Rights Campaign).
Dr. Bishop is currently working on incorporating VR technology into her own classes and experimenting with different platforms.
Generative Thinking: A New Approach To AI In The Classroom
Abstract: Too often students and skeptical teachers see AI as the end of inquiry; a place they go to get answers or write an essay.This presentation flips the script on AI.
A “Generative Thinking” curriculum makes the student the generative agent by understanding its many tools and uses. Generative Thinking teaches that AI’s first response is just the starting point for exploring new ideas—a springboard to accelerated learning and enhanced critical thinking. The focus of this session is on thoughtful curriculum design that allows schools to teach students the skills they will need to thrive in a fast-changing world.
This jargon-free presentation provides the practical steps needed to scaffold Generative Thinking lessons. It shows how AI can be used as a brainstorming buddy that enhances creativity and critical thinking. The talk will include an overview of sample lesson plans for elementary, middle, and high school. Along with the lessons on Generative Thinking, the presentation looks at ways that AI will transform teaching, studying, and administration in schools.
Presenter: Jim Roche has 20 total years of teaching experience including nine years teaching Organic Chemistry and Environmental Science at the Trevor Day School in Manhattan. He holds a Master’s Degree in Organic Chemistry from Johns Hopkins. Jim also consults with schools regarding AI policy, scaffolding curriculum, as well as using AI to improve efficiency and replace redundant tasks.
Joint Progression in AI Literacy: Faculty & Student Integration Models for Higher Education
Abstract: This workshop introduces a joint progression model for integrating artificial intelligence (AI) literacy into higher education, designed to move both students and faculty forward using the same five strands: technical knowledge, ethical awareness, critical thinking, practical skills, and societal impact. Participants will explore how a general education AI literacy course provides a foundation for students, while faculty engage through professional development opportunities that respect multiple stances toward AI adoption.
Through structured activities, attendees will reflect on their current stance toward AI, identify opportunities and barriers within their own institutions, and take part in roundtable discussions focused on three lenses: Early Adopters (piloting new course designs), Pragmatists (embedding AI into existing courses with balance), and Informed Non-Adopters(articulating abstention and ethical guardrails). These conversations highlight that both adoption and abstention can contribute to a thoughtful institutional culture.
The session concludes with participants completing a Best Evidence Framework for Personalized AI Integration, helping them identify goals, map evidence of success, and design actionable strategies appropriate for their context. Attendees will leave with adaptable resources, including planning templates and examples of AI integration across disciplines, enabling them to lead critical, ethical, and practical AI initiatives on their campuses.
Presenter: Scott Gregory & Angela Walters, Fort Hays State University
Empowering Educators Through Digital Storytelling: A Hands-On Workshop for Amplifying Student Voices
Abstract: This interactive workshop introduces K–12 and higher education practitioners to the art and pedagogy of digital storytelling—the integration of narrative, media, and technology to amplify student voices and deepen learning. Participants will explore theoretical foundations of storytelling, analyze exemplar practices, and engage in a scaffolded mini-story design activity. Over 60 minutes, attendees will collaboratively build a short digital story outline (script, visuals, audio) and receive peer feedback. The session culminates in a gallery walk where participants share their sketches and reflect on implementation challenges and opportunities in their own contexts.
In the first part of the session, facilitators will review the core elements of digital storytelling—narrative structure, multimodal design, and the importance of voice and perspective. Participants will then critically evaluate a sample digital story for its effectiveness in engagement, accessibility, and pedagogical alignment.
The second half of the workshop emphasizes hands-on practice. Working in small groups, participants will outline a short digital story, developing a simple storyboard, script, and media plan (visuals, voice, and/or audio). Groups will share their designs in a brief gallery walk and provide peer feedback. The session concludes with whole-group discussion about challenges and strategies for implementing digital storytelling in varied classroom contexts.
Presenter: Dr. Laura Strong is Associate Professor of Early Childhood Education, experienced in teacher preparation, creativity and engagement in higher education, and instructional design. Dr. Samantha Fecich is Associate Professor of Education and educational technology specialist, with expertise in preparing future teachers to integrate digital tools and storytelling into practice.
Together, Dr. Strong and Dr. Fecich bring combined 20+ years of expertise in teacher preparation, educational technology, and creative instructional practices to engage participants in meaningful professional learning.
Gamifying Conversations About AI in PK-12 Education: The RECAPT Framework in Action
Abstract: Learn how to use the RECAPT Framework, designed to support decision-making in how educational leaders, teachers, students, and parents think, teach, learn, and lead with AI in PK-12 education. This workshop offers a hands-on gamified experience with a new framework designed to support various stakeholders in critically rethinking Readiness, Ethics, Curriculum, Assessment, Profile of a Graduate, and Teaching with and about AI (RECAPT). In addition to learning about the framework, attendees will play a card game specifically designed for professional development, meetings, and coaching sessions to generate ideas and elicit thought-provoking conversations that include various PK-12 stakeholder points of view and scenarios involving AI. Participants will leave with a refreshing and delightful way to engage with colleagues, students, leaders, and families about the rapidly changing landscape of AI education.
Presenters: Together, the presenters bring decades of experience in AI, PK-12 education, educational technology, and teacher education:
Paula Cristina R. Azevedo, Ph.D. is an Assistant Professor in Education at Marymount University, specializing in AI applications in PK-12, preservice teacher education, and higher education. She leads the EdD program’s Write Up! Institute and is active in the Carnegie Project on the Education Doctorate’s AI initiatives.
Oliver Dreon, Ph.D. is a Professor of Educational Foundations at Millersville University, co-authoring Authentic Instruction with Technology and The Power of Blended Learning in the Sciences. He developed ISTE’s AI for Tomorrow’s Teachers course, which was launched in February 2025 and was selected as the 2024 Teacher Educator of the Year by the Pennsylvania Association of Colleges and Teacher Educators (PAC-TE).
Elizabeth Langran, Ph.D., is a Professor at Marymount University and a past SITE President, with research on GenAI in education and digital equity. She was selected as an inaugural faculty fellow for ISTE-GM’s AI Explorations and co-edited Exploring New Horizons: Generative Artificial Intelligence and Teacher Education, published by AACE in March 2024.
Integrating AI in Teacher Education: Competencies, Strategies, and Tools
Abstract: In an era where artificial intelligence (AI) permeates every aspect of life, the education community needs effective strategies to prepare for this technological transformation. This dynamic workshop brings together distinguished ISTE+ASCD AI in Education Preparation Program Faculty Fellows to share innovative approaches for embedding AI Competencies into teacher education. Through interactive demonstrations, expert-led discussions, and hands-on activities, participants will explore practical methods for fostering AI Competencies in preservice and in-service teachers. They will consider various methods and approaches for integrating new technological, pedagogical, and content knowledge into teacher education coursework and classroom practice. Participants will also gain access to and experience with custom tools that they will be able to use to support their work to update syllabi, coursework, program progressions, and institutional initiatives with infused AI education. The presenters will address critical questions about equipping both preservice and in-service teachers with the skills and knowledge necessary to thrive in AI-enhanced educational environments.
Presenter: Nancye Blair Black, Teachers College Columbia University; Alecia Blackwood, Longwood University; Amy Eguchi, University of California San Diego; G. Sue Kasun, Georgia State University; Lucretia M. Fraga, University of the Incarnate Word; J. Camille Dempsey, PennWest University; Elizabeth Langran, Marymount University; Janice Oak, Arizona State University
Generative AI in K–12: Rebuilding Critical Thinking and Communication Skills for the Future Workforce
Abstract: Generative AI (AI) is reshaping education, yet K–12 schools are left navigating a “wild west” of experimentation without consistent guidance. Misuse already widens inequities: some students bypass extended reading, writing, and problem-solving, while under-resourced schools lack the preparation, training, and scaffolds to integrate AI effectively. The result is growing “cognitive debt”—gaps in reflection, inquiry, and communication—that later surface in higher education and limit workforce readiness in a labor market where AI fluency and higher-order skills are becoming prerequisites.
This 3-hour workshop positions K–12 educators as the frontline for shaping effective AI use that builds, rather than erodes, critical thinking and communication skills. Drawing on a graduate-level pedagogical pilot on AI and collaboration, the session adapts proven practices for K–12 contexts. Participants will engage in hands-on design of classroom-ready activities using persona-based interactions while scaffolding them toward sustained dialogue and reflection.
Finally, participants will explore what effective teacher preparation for AI integration looks like, reflecting on challenges such as differing levels of AI fluency, readiness, and resources, and working together to identify practical supports for building lasting capacity in their own schools.
Presenter: Aaron Ross is an academic leader and educator with extensive experience in curriculum design, faculty development, and the integration of emerging technologies into teaching and learning. Their current work focuses on developing and researching generative AI–infused pedagogies that strengthen critical thinking, communication, and reflection across disciplines. They have designed and facilitated professional workshops and graduate-level learning experiences on AI literacy, instructional innovation, and responsible technology use in education, including sessions recognized for their practical design and participant engagement.
Project-Based Learning in the AI Era: Scaffolding Student Inquiry and Innovation
Abstract: This workshop, “Project-Based Learning in the AI Era: Scaffolding Student Inquiry and Innovation,” is designed to equip instructors with the knowledge and skills necessary to seamlessly integrate Artificial Intelligence (AI) tools into their Project-Based Learning (PBL) curriculum. Participants will begin by understanding the foundational concepts of AI in education, including its applications, benefits, challenges, and critical ethical considerations for responsible use. The core of the session involves an in-depth exploration of four AI tools: NotebookLM, Gemini, Perplexity, and Canva Magic Studio. They will be categorized by their function across different project stages including research, data analysis, content creation, collaboration, and assessment. A hands-on approach will allow educators to test and evaluate selected tools. Finally, the workshop focuses on practical design, guiding participants through identifying project topics, mapping appropriate AI tools to specific project milestones, and developing robust assessment strategies for AI-enhanced activities. The session concludes with a sharing and reflection period on implementation challenges and future steps, ensuring educators leave with a concrete sample PBL activity and a clear path forward for effective AI integration.
Presenter: Gina Solano has a Ph.D. in Educational Technology and is an assistant professor who mentors graduate students and teaches courses and conducts research about AI integration, online instruction, instructional design, current technology trends, digital media, and more. She has presented research and workshops about technology professional development, AI in education, gamification, technology-based engagement tools, cloud computing, and online teaching at national and international conferences. She is passionate about EdTech and strives to share its benefits all over the globe. She is an award-winning instructor and scholar. Please see her e-portfolio at: https://bit.ly/solano-eportfolio
Gauging Student Understanding in the Age of AI: Using GenAI to Design Process-Centered Formative Assessments
Abstract: Artificial Intelligence demands an urgent shift in how we approach assessment. When machines can produce high-quality academic outputs, simply evaluating “the right answer” becomes obsolete. This workshop addresses how educators can rethink assessment practice to focus on the learning process, including students’ reasoning, collaboration, metacognition, and ethical tool use. Reflection and discussion will build on what we know about effective assessment strategies from the Learning Sciences. Participants will engage in collaborative, hands-on activities to leverage GenAI as an ally for designing authentic, inquiry-based formative assessments. Attendees will leave with practical strategies and a clear framework for shifting assessment from verification to sense-making, aligned with deep learning principles. This approach is critical for “future-proofing” teaching and learning in the context of the affordances provided by emerging AI technologies.
Presenter: Karen Kirsch Page and Jaqueline Pilati Mirón represent the Center for Technology and School Change (CTSC) at Teachers College, Columbia University. CTSC is a research and professional development center dedicated to understanding the use of technology as a catalyst for improved teaching and learning in diverse settings. We are currently engaged in a study funded by the National Science Foundation (DRL-2010530) to assess the impact of a change model on shifts towards technology-infused, inquiry-based teaching and learning in STEM classrooms. The workshop concept evolved for SITE out of the very real work the facilitators are engaged in alongside teachers, and an observed need for assessment support in the age of AI.
Karen Kirsch Page is Director of Professional Learning for CTSC and a former K-12 teacher with significant experience in local, national and international education contexts. Her research is focused on adult learning and teacher adoption of new technologies. Jaqueline Pilati Mirón is a Senior Professional Development Associate with a teaching background in New York City public schools, international settings, and higher education. She focuses on formal and informal STEM learning and collaborative design, empowering teachers to create authentic, student-centered change in their classrooms.
AI Does Not Mean All In: Using the AUGMENT Model for Meaningful Teaching and Learning Across the Curriculum
Abstract: Generative AI (GenAI) technologies and GenAI-enhanced tools, apps, and platforms are everything everywhere all at once – from Google Search AI Overviews to Snapchat My AI to Canva’s Magic Studio. Yet, while these technologies have been aggressively marketed as transformational tools that will reshape education and society, in schools, learners and educators are still trying to figure out when and how these tools can be used to create meaningful teaching and learning experiences. Many teachers (and students too) are excited by the potential of using GenAI as an all-in-one solution to lesson planning, writing, completing tasks, and more, effectively allowing chatbots to automate their work under the guise of time-saving efficiency. But allowing GenAI to automate different tasks takes away human agency and control of these technologies. This workshop will showcase the newly developed AUGMENT Model for Meaningful Teaching and Learning in the Age of AI, as well as more than 30 different ways that teacher educators and teachers can use GenAI tools to foster learner agency, creative thinking, critical thinking, and, ultimately, augment (rather than automate) teaching and learning.
Presenter: Torrey Trust is an award-winning scholar, teacher, and leader in the field of educational technologies. She is a Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018). More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. Her open educational resources about how to use, and critically evaluate, GenAI technologies have been viewed hundreds of thousands of times.
