CSTANJ CSPDWeek 2026

Kick off CSPDWeek 2026 with a morning of connection and inspiration. Join us for check-in and a light breakfast, followed by opening remarks from CSTANJ and NJDOE Office of Innovation leadership. The session will conclude with our featured keynote address to set the stage for a week of innovation in computer science education.

During COVID-19 some students logged on. Others disappeared. The digital divide did not create that gap. It revealed it. Artificial intelligence is doing the same thing right now.

This session uses the Art as the Classroom framework to examine how the absence of AI curriculum functions as a systemic failure and offers educators practical strategies for building AI literacy before the gap becomes a canyon. Participants will leave with concrete tools they can implement immediately without waiting for district permission.

The absence of artificial intelligence literacy in K-12 curriculum is quietly replicating the conditions that produced the COVID-19 digital divide. During the pandemic, students without access to devices and reliable internet disappeared from their own education while their peers advanced. Research now confirms that the same pattern is emerging around AI literacy. According to The 74 Million, 68% of teachers received no formal AI training during the 2024 to 2025 school year. Only 14.13% of U.S. school districts had established formal AI policies as of May 2024 (Zhou et al., 2025). A RAND Corporation study found that teachers and principals in higher-poverty schools are significantly less likely to use AI tools or receive guidance, and only 6 in 10 high-poverty districts will have trained teachers by fall 2025 compared to nearly all low-poverty districts. This is not only an economic divide. It is a curricular and institutional one that affects students across income levels whose schools have not yet integrated AI literacy into classroom practice.

This session applies two original frameworks developed by the presenter to examine and respond to this growing gap. Glass House Conditioning, a positional model of conditional belonging, provides a theoretical lens for understanding how institutions condition students from marginalized communities to accept exclusion from emerging technologies as normal rather than as a systemic failure requiring intervention. Art as the Classroom, a pedagogical framework examining culture and creativity as vehicles for learning when formal institutions fall short, offers a practical bridge for educators seeking to introduce AI literacy through the cultural touchpoints students already inhabit including music production, content creation, social media, and gaming.

Participants will examine current national data on AI literacy gaps across K-12 education, explore the intersection of Glass House Conditioning and digital equity, and apply the Art as the Classroom framework through structured discussion, individual reflection, and a collaborative scenario-based group activity. The session closes with a commitment exercise designed to help educators identify one concrete AI literacy strategy they will implement before the next school year begins.

These informal, end‑of‑day meetups give K–12 educators a dedicated space to connect with colleagues who teach similar grade levels. Teachers can share insights from the day’s sessions, compare classroom experiences, discuss challenges, and exchange practical strategies that support computer science and AI learning. Whether you’re looking to reflect on new ideas, troubleshoot with peers, or build ongoing professional relationships, these meetups offer a supportive environment for meaningful conversation and collaboration.

These informal, end‑of‑day meetups give K–12 educators a dedicated space to connect with colleagues who teach similar grade levels. Teachers can share insights from the day’s sessions, compare classroom experiences, discuss challenges, and exchange practical strategies that support computer science and AI learning. Whether you’re looking to reflect on new ideas, troubleshoot with peers, or build ongoing professional relationships, these meetups offer a supportive environment for meaningful conversation and collaboration.

These informal, end‑of‑day meetups give K–12 educators a dedicated space to connect with colleagues who teach similar grade levels. Teachers can share insights from the day’s sessions, compare classroom experiences, discuss challenges, and exchange practical strategies that support computer science and AI learning. Whether you’re looking to reflect on new ideas, troubleshoot with peers, or build ongoing professional relationships, these meetups offer a supportive environment for meaningful conversation and collaboration.