Reserve a spot

Now enrolling Afterschool & weekend programs

Build games & apps with AI.

High school students learn to design games and build real apps with today’s AI tools, and how to catch what the AI gets wrong. Taught by a former engineering and robotics teacher with fifteen years in the classroom.

  • WhoHigh school students
  • WhenAfterschool & weekends
  • WhereSaint Johns, FL area
Reserve a spot See the program
Gregory teaching high school students to build a platformer game, with the game editor on screen and the design process on the whiteboard
FIG. 1Build your first game: idea, plan, assets, build, test, iterate.

Sheet 02 · The program

Idea to
playable.

Students build from the first session. Each project follows the same six steps engineers use, with AI as a tool at every step.

  1. 01Idea

    Pick a game or app worth making.

  2. 02Plan

    Sketch the screens, rules, and levels.

  3. 03Create assets

    Make characters, art, and sound with AI tools.

  4. 04Build

    Write and generate the code, then make it run.

  5. 05Test

    Playtest, find bugs, and check the AI’s work.

  6. 06Iterate

    Improve it and get it ready to show.

What students learn

  • Game design with AIFrom the first idea and characters to levels, art, and playtesting.
  • Build something realApps, websites, and small tools that solve a problem students care about.
  • Use AI responsiblyHow the tools work, where they get things wrong, and how to check them.
  • Show the workEvery student finishes with a project they can demo.
Crypto City Ransom, a pixel-art street brawler game with two players on a city street at dusk
FIG. 2Crypto City Ransom, a game your instructor is building now.

Game concepts

What students could build.

Concept art for the kinds of games students design in the program. Each one starts as an idea like these and goes through the same six steps.

  • Neon Rush concept: hoverboard racers speeding along a neon highway above a city at sunset, with a lap counter and boost meter

    FIG. 2ANeon RushHoverboard racing

  • Pixel-art platformer concept: a fox in a red scarf leaps between floating island ruins, collecting gems, with a small robot companion

    FIG. 2BFloating ruinsPixel-art platformer

  • Bot Forge concept: small wheeled robots race through a factory arena of ramps and lava pits to deliver a glowing core

    FIG. 2CBot ForgeRobot arena puzzle

Now enrolling

Small groups.
Reserve early.

We’re enrolling students for the first afterschool and weekend sessions now. Reserve a spot and you’ll be the first to get dates, location, and details.

Reserve a spot Read the FAQ
Portrait of Gregory Morgan

Who teaches

Gregory Morgan

I taught engineering, robotics, and computer science for fifteen years at Warren G. Harding High School and online.

Today I implement medical devices and surgical robotics in hospitals, and I build my own apps and games with AI tools. Students learn from someone who uses these tools for real work.

  • B.S. Information Technology
  • M.Ed. Secondary Education
  • Graduate study, Technology & Leadership
See my full background

Sheet 03 · Questions

Questions from parents.

Who can join?

High school students. No coding experience is needed. Students start with the basics and build up.

When and where are sessions?

Afterschool and on weekends in the Saint Johns, Florida area. Families who reserve a spot get dates and the location first.

What will my student make?

A game or app of their own, plus the skills to keep building after the program ends.

How do you handle AI safety?

Students learn what not to share with AI tools, how to spot wrong answers, and when to rely on their own judgment.

How much does it cost?

Email to reserve a spot and I’ll send current dates and pricing.

Can you run this at our school?

Yes. Programs can run on a school campus, and I also offer teacher PD and workshops.

Sheet 04 · For schools & teams

Teacher PD
& workshops.

I also train teachers and staff to use AI well, with hands-on sessions built around their real work. Three example starting points; we set the exact scope together.

Gregory pointing to an AI teacher toolkit on a classroom display while teachers follow along on laptops
FIG. 4Teacher PD: materials, rubrics, feedback, and differentiation, with a review step for every result.

Option A

Kickoff workshop

A hands-on session for your staff, built around their real tasks, with a short list of safe, useful next steps.

Good for: getting a team started

Option B

Rollout plan

Assessment, interviews, and a written plan covering tools, rules, training, and how you’ll measure it.

Good for: leaders deciding where to invest

Option C

Pilot & train

A guided pilot with one group, training along the way, and a review of what worked before you scale it.

Good for: proving value before going wide

What I help with

Schools
& teams.

  • Teacher PD & workshopsHands-on professional development where staff use AI on their own lesson plans, feedback, and admin work.
  • Responsible-use guidelinesClear rules for students and staff on what’s allowed, what isn’t, and why.
  • AI literacy in the classroomLessons that teach students how these tools work, where they fail, and how to check them.
  • Rollout planningWhich tools, for which grades and staff, in what order, and how you’ll know it’s working.

Sheet 05 · Process

Five steps.
Nothing skipped.

The same sequence I use to install medical systems in hospitals. Select a step to see what you get from it.

What happens

What you get

    Now enrolling

    Save your student’s spot.

    Send your student’s name, grade, and whether afterschool or weekends work best. I’ll reply with dates, location, and next steps.

    Schools and teams: choose teacher PD or a workshop in the form for rollout planning.

    I’m interested in