Christopher Craft

Christopher Craft, Ph.D., is an AI expert, speaker, and builder of practical software tools for educators, with more than fifteen years of experience spanning K–12 classrooms, education research, large-scale education technology programs, and applied software development. He holds a Doctor of Philosophy in Educational Psychology and Research, a master's degree in Educational Technology, and began his career as a classroom teacher, grounding his work in the daily realities of teaching and learning.

Christopher's foundation as an educator continues to shape his approach to technology. As a former S.T.E.M. specialist and teacher, he taught more than 400 students annually and created his school's first S.T.E.M. curriculum and makerspace. He also served as a Technology Teacher Leader, collaborating with district leadership and fellow educators to guide instructional technology decisions. His work in this role earned multiple awards, including national recognition for service learning and innovation in education.

His academic and research background informs his applied AI work. Christopher has published peer-reviewed research in outlets such as The American Journal of Surgery and has presented research and keynotes at national conferences including ISTE and AERA. His research has focused on instructional design, simulation-based learning, and the conditions under which technology meaningfully improves learning outcomes, experience that directly informs his skepticism toward one-size-fits-all AI solutions in education.

Beyond the classroom, Christopher has led and scaled education technology initiatives at a national and global level. He has held senior leadership roles in education-focused organizations, overseeing software development initiatives with more than one million downloads, managing cross-functional engineering teams, and designing tools used by educators worldwide. He has met directly with hundreds of educators through focus groups and large-scale events to ensure that technology solutions reflect real instructional needs rather than abstract assumptions.

Christopher's work also includes senior program leadership in large technology organizations, where he has led complex, cross-functional initiatives involving product launches, governance, and data-driven decision-making. In these roles, he has operated at the intersection of education, software, and organizational systems, bringing an educator's perspective into environments where scale, reliability, and accountability are essential.

As a speaker, Christopher addresses educators, district leaders, and education organizations seeking clear-eyed guidance on AI in education. His talks emphasize practical application, ethical constraints, and the limits of automation in instructional contexts. He focuses on how AI can support educators without eroding professional judgment, trust, or instructional intent, drawing directly from his experience as a teacher, researcher, and builder.

Across his work, Christopher is guided by a consistent philosophy: technology succeeds in education only when it respects human expertise, institutional constraints, and the complexity of learning environments. His current work continues to focus on building and advising on AI-enabled tools that fit naturally into educator workflows, prioritize safety and clarity, and deliver measurable value without unnecessary complexity.