CSTA’s Lisa Moe On Pushing the Boundaries of AI

My biggest piece of advice for entrepreneurs looking to innovate in AI is to stay closely connected with the people who will actually be using your technology. In education, we see incredible potential for AI, but tools are most effective when they’re designed with the real-world insights and challenges of teachers, students, and families in mind. Right now, so many tools are being introduced to educators without any actual input from us. Decisions are often made for us, for our classrooms, without a clear understanding of what’s really needed to support this shift to AI.

Artificial Intelligence is transforming industries at a breakneck pace, and the entrepreneurs driving this innovation are at the forefront of this revolution. From groundbreaking applications to ethical considerations, these visionaries are shaping the future of AI. What does it take to innovate in such a rapidly evolving field, and how are these entrepreneurs using AI to solve real-world problems? As a part of this series, I had the pleasure of interviewing Lisa Moe.

Lisa Moe is a dedicated 6th-grade educator and CSTA Equity Fellow who champions inclusivity and equity in computer science education. Known for her innovative approach to integrating AI and technology, she works tirelessly to bridge educational gaps and inspire diverse voices in STEM. Lisa’s passion for creating engaging, accessible learning experiences has made her a national advocate for student-centered, culturally responsive teaching.

Thank you so much for joining us in this interview series. Before we dive in, our readers would love to learn a bit more about you. Can you tell us a bit about your childhood backstory and how you grew up?

Thank you for having me! I’m honored to be part of this series. Growing up, I was surrounded by a foundation of kindness, resilience, and unconditional support from my parents, who encouraged me to embrace my uniqueness and follow my interests. Early on, I faced grief with the loss of my grandparents, which was a profound experience that shaped my path. Those losses taught me to see life through a compassionate lens and deepened my empathy for others, especially for kids navigating challenges of their own. In school, a teacher labeled me as “not a math-brained student” and a “struggling test-taker,” but my parents never let those labels define me. Instead, they encouraged me to focus on my strengths and to learn in ways that felt natural to me. I know their unwavering belief and their support through every step of my journey ultimately led me to become a teacher. I wanted to create a classroom where every child feels seen, valued, and supported, just as my parents did for me. My own journey — through both joy and grief — has shaped my approach, nurturing a classroom environment built on empathy, resilience, and the belief that every student can achieve their dreams.

Can you share the most interesting story that happened to you since you began your career?

A few years ago, something beautiful happened in my 4th-grade classroom — an experience that still shapes me today. My two most important mottos, the values I teach my students every single day, are “Be Kind” and to believe in oneself through the growth mindset of “Yes I Can.” During Autism Awareness Month, our school had asked each classroom to decorate paper puzzle pieces and hang them on our doors. Most students knew about autism and understood the purpose of decorating the puzzle pieces. What they didn’t know was that autism was part of our own classroom, with one of their fellow classmates, Rumari. With confidence and excitement, Rumari raised his hand and said, “May I please say something?” I nodded and said, “Of course.” I could never have imagined what would happen next.

Rumari has faced more challenges and barriers than many of us can fully understand. But on that particular day, he stood up with full confidence, enthusiasm, and courage, and showed us all that no barrier could ever hold him back. He brought the meaning of “Yes I Can” to life, sharing with his classmates that he was autistic. He explained what autism meant to him, spoke about his quirks and differences, and described how vast the autism spectrum really is. He helped his classmates understand him on a deeper level, defining what it means to truly see someone for who they are.

As Rumari spoke, his classmates and I sat silently, listening, completely absorbed in his words. It took me a moment before I realized I needed to capture this for his parents — to show them, “Look at your baby… look at how much he has grown and how unapologetic he is to be exactly who he is.” I hit record and captured those final, heartfelt moments. What I didn’t expect was the raw, authentic reactions of love, acceptance, and support from the rest of my students. When he finished, they responded with everything I hoped they’d learned that year: pure kindness, acceptance, and respect. They hugged him, asked questions about his stimming with genuine curiosity, and embraced him for exactly who he was. It was then that I lost my ability to hold back tears. It was then that the mottos “Be Kind” and “Yes I Can” came together as more than just classroom mottos.

I originally recorded the moment just to share with Rumari’s parents — to show them their son’s courage and growth. But the genuine, heartfelt reactions of my other students were so touching that I had to share it with the rest of our class parents. Every parent responded with gratitude, and, with full permission from each family, I shared this beautiful moment on my personal Facebook page. None of us could have imagined the response. Within a week, our classroom story had gone globally viral, reaching platforms like “NBC Nightly News with Lester Holt,” Good Morning America, People Magazine, HLN, and so many others worldwide. It was incredible to see our class culture of kindness, acceptance, and growth mindset shine on such a large scale, showing the world what’s possible when we create a truly inclusive, student-centered environment. This experience showed the world what’s possible in a classroom built on kindness, acceptance, and inclusion and I continue to receive messages from all over the world about its impact.

That moment solidified my purpose as an educator. This moment was a powerful reminder that teaching is about so much more than curriculum; it’s about creating a community where every student feels seen, valued, and safe to be themselves. It’s about making sure each child — like Rumari and his classmates — feels they belong, that they’re seen, and that their story matters. Today, Rumari is a high school Scholar-Athlete and Student Leader, a powerful reminder of the impact we can have when we create spaces where students feel safe to be their authentic selves.

None of us are able to achieve success without some help along the way. Is there a particular person who you are grateful towards who helped get you to where you are? Can you share a story about that?

I’ve had the privilege of learning from wonderful mentors throughout my life, each helping shape the path that’s led me to where I am today. But one person who stands out, to whom I am especially grateful, is Dr. Sonal Patel. Early in my career, Dr. Patel recognized the work and passion I bring to education — particularly my commitment to equity and inclusivity. She didn’t just guide me as a mentor; she went a step further as a sponsor, actively advocating for me, speaking my name in rooms where I wasn’t present, and opening doors for my voice to be heard. Her sponsorship paved the way for one of the most transformative experiences of my career: becoming a CSTA Equity Fellow.

The distinction between mentorship and sponsorship is powerful. While mentorship offers guidance and support, sponsorship goes beyond — it’s about believing in someone’s potential and advocating for them, putting them forward in ways they might not reach alone. Dr. Patel’s sponsorship has been a true game-changer. Her belief in my vision and her support have allowed me to step into spaces and platforms that amplify my mission and impact. Her support has been transformative, and I’m incredibly grateful for her ongoing role in my journey.

Can you please give us your favorite “Life Lesson Quote”? Can you share how that was relevant to you in your life?

One of my favorite life lesson quotes comes from Rocky Balboa: “It ain’t about how hard you hit; it’s about how hard you can get hit and keep moving forward. That’s how winning is done!” This line speaks directly to resilience, which has been a guiding force in my life. As a teacher, I’ve faced my share of challenges and setbacks, and there have been times I’ve questioned my path. But this quote reminds me that it’s not the obstacles that define us; it’s our ability to rise, adapt, and keep going. I bring this message into my classroom daily, encouraging my students to get back up, to keep pushing forward, and to see challenges as stepping stones rather than roadblocks.

You are a successful business leader. Which three character traits do you think were most instrumental to your success? Can you please share a story or example for each?

Drawing from Coach John Wooden’s Pyramid of Success, three key traits that have been instrumental to my success are enthusiasm, team spirit, and determination. These values not only shape my work as a teacher but also guide my leadership and influence in the broader educational community. I incorporate Pyramid of Success into my classroom to help students develop positive character traits, and I bring these values to every role I take on as an educator.

Enthusiasm — Wooden described enthusiasm as a passion for your work that radiates to those around you, and this has been a driving force in both my classroom and my leadership work. When I introduce new projects to my students with energy and excitement — whether it’s a coding activity or a group presentation — they dive in wholeheartedly, feeding off that positivity. Similarly, when I present at conferences or lead workshops for fellow educators, my enthusiasm shows through, encouraging others to try new strategies in their own classrooms. I’ve found that when educators see my genuine excitement, they are more open to innovation, and this enthusiasm sets the tone for creating a classroom and school culture that embraces curiosity, creativity, and a love for learning.

Team Spirit — Team spirit, as Wooden emphasized, is about valuing others and working together toward common goals. In my classroom, I encourage students to support one another and recognize each other’s strengths. Beyond the classroom, I carry this team mentality into my work with other educators. When I mentor new teachers or collaborate with my teaching team, I emphasize that we are all in this together. I’ve led initiatives to create cross-grade partnerships, where educators from different levels share insights and strategies, building a supportive environment where we lift each other up. Fostering this team spirit has helped me create spaces where both students and educators celebrate each other’s successes and learn from one another.

Determination — Determination, or “intentness,” is about sticking with a goal even when things get tough. In my classroom, I teach students that learning is a journey, and persistence is essential. For example, if a student finds particular subject challenging, we break it down together, celebrate small victories, and focus on progress over perfection. As an educational leader, this determination drives me to continually push for equity and inclusion in our schools. I’m committed to breaking down barriers in STEM and Computer Science education, particularly for underrepresented students, and this requires resilience and staying focused on the big picture. When organizing professional development sessions or presenting new ideas to administration, I remind myself that real change takes time. This determination not only helps me stay the course but also inspires my colleagues and students to embrace challenges with grit and perseverance.

By incorporating these values from the Pyramid of Success — enthusiasm, team spirit, and determination — into my teaching and leadership, I’ve created a culture that supports growth and celebrates resilience. Whether in the classroom or on a larger educational platform, these traits have helped me create environments that are academically engaging and emotionally supportive, shaping students and fellow educators to reach their definition of “personal best.”

Ok super. Let’s now shift to the main part of our discussion. Share the story of what inspired you to start working with AI. Was there a particular problem or opportunity that motivated you?

The spark that inspired me to start working with AI came from a desire to bridge gaps in learning and to make my classroom more inclusive and accessible. I first saw the potential of AI when I had a student who was a recent English learner struggling to keep up during remote learning. Communication was a challenge, and I wanted to ensure he felt just as included as everyone else. I began experimenting with AI translation tools to bridge the language barrier, sending resources and messages in his home language to keep him connected with our class. For the first time, he was able to engage fully, answer questions confidently, and feel genuinely part of our community.

That experience opened my eyes to the power of AI to create more equitable learning environments and unlock potential in all students, regardless of their backgrounds. From there, I began exploring more ways to bring AI into our classroom to individualize learning, encourage creativity, and inspire curiosity. Each time I introduce a new AI tool, I see students exploring, questioning, and discovering — and I’m reminded that AI isn’t just a tool for learning; it’s a gateway to creativity, inclusion, and possibility.

Describe a moment when AI achieved something you once thought impossible. What was the breakthrough, and how did it impact your approach going forward?

Another moment that changed my perspective on AI came when we used an AI-powered tool to help a student with dyslexia feel more confident in her reading. She was bright and eager to learn but often struggled with frustration because reading assignments felt overwhelming. I introduced an AI text-to-speech tool that allowed her to listen to passages while following along with the text, which reduced her frustration and helped her focus on comprehension rather than decoding each word.

One day, we were reading a class novel, and I watched as she, for the first time, volunteered to read aloud, following along with the AI tool’s guidance in her earbuds. The AI had helped her build the confidence she needed to participate actively, and her classmates were cheering her on. This experience showed me the potential of AI to empower students who might otherwise feel limited by challenges they face.

This breakthrough reinforced for me that AI isn’t just about convenience; it’s about opening doors for students to engage and thrive in ways that may not have been possible otherwise. Since then, I’ve been more intentional about exploring tools that can adapt to individual needs and inspire students to see their strengths, focusing on how AI can be a transformative support in every student’s learning journey.

Talk about a challenge you faced when working with AI. How did you overcome it, and what was the outcome?

One of the biggest challenges I’ve faced with AI in education has been overcoming misconceptions among some educators who see it as “cheating” or a shortcut that undermines authentic learning. Many colleagues worried that if students relied on AI, they wouldn’t develop their own skills or gain a deep understanding of the content. Additionally, there are valid concerns about bias in AI — whether in content recommendations, grading tools, or learning pathways — which raised further hesitation. Educators wanted to be sure that AI tools would promote fairness and inclusivity rather than reinforce stereotypes or gaps.

To address these concerns, I took a collaborative approach, showing how AI could support, not replace, authentic learning. For instance, with an AI-powered writing assistant, I demonstrated to both my students and colleagues that the tool was meant to be a “second set of eyes,” helping students identify and correct their mistakes over time rather than doing the work for them. I shared examples of how students were becoming more confident, self-sufficient writers, using AI as a stepping stone rather than a crutch. This real-life example helped my colleagues see AI’s potential to empower rather than hinder learning.

In terms of AI bias, I do my best to choose tools carefully and encourage open discussions. For example, when using AI to provide personalized reading recommendations, I check that the suggestions are inclusive and free from stereotypes. I also led discussions with my students about how AI can reflect human biases and how important it is to question and critically engage with these recommendations. These conversations allow both students and teachers to become more aware of AI’s limitations, reminding us all to approach technology thoughtfully and remain advocates for inclusivity. While these efforts have been effective, we still have a lot of work to do. AI is evolving rapidly, and ensuring that it continues to serve every student fairly requires ongoing effort, collaboration, and vigilance. Despite these challenges, I remain optimistic. By working together to address biases and misconceptions, I believe we can make AI a powerful tool for equitable, inclusive, and innovative learning experiences for all students.

Can you share an example of how your work with AI has had a meaningful impact (on others, on business results, etc)? What was the situation, and what difference did it make?

One of the most meaningful experiences I’ve had with AI involved a remarkable student who taught me that innovation can happen anywhere — even in a hospital room. While undergoing treatment for cancer, she stayed connected to our class through Zoom, never losing her curiosity or drive to learn. As her teacher, I wanted to support her journey in a way that honored her love for creativity and connection. Together, we became co-creators, using AI to transform her learning experience and keep her deeply engaged.

With AI tools, she didn’t just keep up with her learning; she redefined it. AI allowed us to design personalized learning paths based on her favorite subjects, and it gave her the freedom to code small programs that entertained and educated younger patients in the hospital. This wasn’t just about academics — she was using her skills and creativity to lift up those around her, and I was right there with her, exploring the tools, sharing ideas, and cheering her on. In those moments, she wasn’t just a student; she was an innovator and creator, inspiring her classmates and showing us all what’s possible.

The impact of AI in her journey was profound. It became more than just a tool; it was a bridge that connected her to the outside world, her classmates, and her own creative potential. Working as her co-creator allowed me to witness the power of technology to turn a challenging experience into a source of empowerment and purpose. Today, she is thriving in middle school as an honor student and student government leader. Her story reminds me that when we remove barriers and give students the right tools — and work alongside them as co-creators — they can thrive and inspire others, even in the face of life’s toughest challenges.

Here is the main question for our discussion. Based on your experience and success, can you please share “Five Things You Need To Know To Help Shape The Future of AI”? (Please share a story or an example, for each.)

1 . AI is a Tool for Personalization, Not Replacement

AI has immense potential to create learning experiences that meet each student exactly where they are, no matter their age, background, or learning style. As the Gifted and Talented Coordinator at my school, I work with students across grades 3–6, all bringing different strengths and interests to the table. AI tools allow me to design engaging, individualized learning paths for each student. For example, I use an AI-powered history simulation that lets students explore events through interactive timelines and data, diving deeper into areas they’re curious about. AI provides each student the freedom to explore, learn, and challenge themselves in ways that resonate with them personally. For educators, AI is a tool that amplifies our ability to support each student’s unique path, not something that replaces our teaching.

2 . AI Can Foster Inclusivity, but Only When Used Intentionally

AI can bridge learning gaps and create meaningful, inclusive learning experiences for students of all backgrounds. In my classroom, I use AI tools to adjust the Lexile levels of reading materials in small groups, ensuring each student can engage with content at a level that’s right for them. This approach allows every student to fully participate, understand, and contribute without feeling overwhelmed, supporting both their confidence and growth. Intentional use of AI like this ensures that all students — regardless of reading level or background — have an equal opportunity to connect, learn, and thrive. As we move forward, it’s essential that AI continues to support this kind of inclusivity in education.

3 . Ethical and Thoughtful Use of AI Requires Addressing Inequities and Bias

AI’s potential also comes with the responsibility to educate students about its ethical implications, particularly around issues of inequity and bias. During a computer science and coding project, I introduced an AI tool and began with a discussion on how AI algorithms are influenced by the data they’re trained on, which can inadvertently reinforce biases and lead to unfair outcomes. We examined real-world cases where AI produced biased results, affecting individuals differently based on race, gender, or socioeconomic background, and explored ways to reduce these biases in our own projects. This conversation encouraged students to think critically about AI, recognizing both its strengths and its limitations. By fostering an awareness of bias and the need for fair, ethical practices, we’re equipping students to understand the broader impact of technology on communities. This approach inspires them to engage with AI thoughtfully, using it with both curiosity and responsibility across all areas of study and in their future endeavors.

4 . AI Tools Require Collaboration Between Teachers and Developers

For AI tools to meet the real needs of classrooms, developers must work closely with educators to understand the unique challenges and goals of each subject area. I once used an AI math tool that, despite its promise, lacked the flexibility to address varied student levels and problem-solving strategies. This left some students struggling, as the tool couldn’t adapt to their individual needs in real-time. When developers incorporate teacher feedback, they create practical solutions that align with classroom goals, making tools that support diverse learning styles in subjects from math to science. Educators and developers should collaborate to refine AI so it can genuinely enhance learning across disciplines.

5 . AI Empowers Students as Creators and Problem Solvers

One of the most exciting aspects of AI is its ability to transform students from passive learners into active creators through project-based learning. In a recent environmental science project, my students used AI tools to analyze local pollution data, map ecosystem changes, and propose practical conservation strategies. This hands-on experience allowed them to see AI as a powerful tool for addressing real-world challenges, turning classroom lessons into meaningful projects with real impact. Through project-based learning supported by AI, students become innovators and problem solvers, using technology to research, create, and collaborate. This approach not only builds academic skills but also inspires students to apply their unique strengths toward making a positive difference. Educators can leverage AI to empower students as active contributors, giving them the tools to explore solutions and develop a mindset of curiosity and impact.

When you think about the future of AI, what excites you the most, and how do you see your work contributing to that future?

When I think about the future of AI, what excites me the most is the potential for it to make learning truly accessible and personalized for every student, no matter their background, learning style, or location. AI has the ability to break down barriers that might otherwise limit students’ experiences, allowing each learner to explore their strengths and follow their curiosity in ways that feel meaningful to them. I envision a future where AI helps create learning environments that adapt to students in real time — adjusting reading levels, suggesting relevant resources, and even facilitating connections with students across the globe working on similar projects. In my work, I’m focused on showing both students and fellow educators how AI can be a positive force in education, empowering students to become creators, critical thinkers, and ethical users of technology. By fostering a classroom where students use AI tools thoughtfully and creatively, I hope I’m helping to shape a generation that sees technology not as a shortcut, but as a partner in learning and growth. It’s exciting to think about contributing to an educational landscape where AI supports inclusivity, equity, and innovation — where each student feels seen, supported, and inspired to make a difference in the world.

What advice would you give to other entrepreneurs who want to innovate in AI? Can you share a story from your experience that illustrates your advice?

My biggest piece of advice for entrepreneurs looking to innovate in AI is to stay closely connected with the people who will actually be using your technology. In education, we see incredible potential for AI, but tools are most effective when they’re designed with the real-world insights and challenges of teachers, students, and families in mind. Right now, so many tools are being introduced to educators without any actual input from us. Decisions are often made for us, for our classrooms, without a clear understanding of what’s really needed to support this shift to AI.

When developers genuinely listen to educators and prioritize usability based on our insights, AI tools can better meet the dynamic and diverse needs of classrooms, making a far greater impact. For entrepreneurs, this means that working closely with your users and incorporating their feedback into every phase of development isn’t just a box to check — it’s essential for creating AI that feels intuitive, supportive, and meaningful. By staying connected to the people on the ground, entrepreneurs can build tools that not only work but truly make a difference where it counts.

Is there a person in the world, or in the US with whom you would like to have a private breakfast or lunch, and why? He or she might just see this, especially if we tag them. 😊

If I could have a private breakfast or lunch with anyone, it would be Sylvester Stallone. Just thinking about it makes me feel a wave of excitement because his story has had such a profound impact on my life and on how I teach my students. Not only does the story of Rocky resonate so strongly with me, but Stallone’s own journey of resilience and grit has left an incredible mark on my life and my classroom. His unwavering determination — facing rejection after rejection and still pushing forward to create one of the most inspiring stories of all time — is a reminder that resilience can turn any obstacle into an opportunity.

In every classroom I’ve had, I’ve always kept a wall dedicated to Rocky. Year after year, my students learn about Stallone’s journey and Rocky’s “never give up” spirit, and it becomes a part of our classroom culture. Our motto, “Yes I Can,” is inspired by that same drive to push through challenges. I tell my students they have that same strength within them — that, like Stallone and Rocky, they can rise above any challenge if they stay committed to their goals.

Meeting Stallone would be such an honor and a full-circle moment for me. I’d love to thank him in person for being such a powerful example of resilience and for showing us all that persistence can lead to greatness. His story goes beyond the movies; it’s a legacy of courage, grit, and heart. I would bring that inspiration back to my students, sharing that I met the man who taught us all to keep fighting, no matter what.

How can our readers further follow your work online?

Readers can follow my work online through my social media, where I share classroom stories, educational insights, and inspiring moments from my journey as a teacher. You can find me on Instagram, Twitter, and BlueSky a @MissMoeTeaches. I also regularly post on my LinkedIn, where I share resources and ideas for educators committed to building inclusive and engaging classrooms. I love to connect, share, learn, discuss, collaborate, and keep the conversations going!

Thank you so much for joining us. This was very inspirational, and we wish you continued success in your important work.