19. The Frontier Classroom: McKenna Akane on Rural Innovation and Emerging Tech
Season 2, Episode 8 of Kinwise Conversations · Hit play or read the transcript
Episode Summary: The Strategic Shift in Rural Education
How can district leaders ensure that innovation in educational technology serves every student, regardless of their zip code? This episode confronts the critical challenge of the digital divide, showcasing how rural and underserved schools can become hubs of technological innovation. Award-winning STEM teacher McKenna Akane shares her on-the-ground story of bringing advanced AI and virtual reality into her rural Montana classroom. She provides a practical roadmap for leaders on fundraising for new technology, designing culturally responsive curriculum in partnership with Indigenous communities, and implementing project-based learning that prepares students for the future workforce. This conversation moves beyond theory, offering an actionable framework for leveraging emerging tech to create opportunity and bridge long-standing equity gaps.
Key Takeaways for K-12 Leaders
Equity as a Driver for Innovation: Rural and under-resourced districts can leverage their unique community ties to fundraise and implement advanced technologies like AI and VR, ensuring students have the same opportunities as those in larger, urban districts.
Human-Centered Tech Policy: Effective technology integration is not just about tools; it's about people. When working with diverse populations, especially Indigenous communities, AI and VR must be used to preserve and honor culture, with community members as co-creators.
Future-Ready Curriculum: The workforce of tomorrow will demand skills in AI and immersive technologies. The most effective learning happens when students use these tools to solve real-world problems, fostering both technical skills and a strong sense of purpose.
The Imperative of Professional Development: The rapid evolution of technology can be overwhelming. Districts must invest in sustained, practical professional development and accessible support systems, like an AI help desk, to build educator confidence and competence.
Student Authorship and Ethical Frameworks: Instead of banning new tools, leaders should guide educators in co-creating clear ethical guidelines with students. This approach builds digital citizenship and prepares students to use AI responsibly.
From Scrappy Beginnings to National Recognition: A Rural Innovator's Journey
Lydia Kumar: Today I'm headed to meet McKenna Akane, an award-winning STEM teacher and Frontier Learning Lab ambassador, who has pioneered the use of emerging technology, including virtual reality and conversational AI. From her early days in Alberton school district, McKenna has earned national recognition including Discovery Education's educator of the year award, and her class were state winners in the prestigious Samsung Solve for Tomorrow competition. If you've ever wondered how to move beyond basic AI tools to design award-winning VR projects, or how to tackle equity and cultural responsiveness when bringing new tech into underserved communities, you're in the right place. Thank you so much for joining us here on Kinwise Conversations. McKenna, for listeners who are meeting you for the first time, can you share a little bit about what brought you from being this first year STEM teacher in rural Montana to designing award-winning AI and VR experiences to your current role as at the Frontier Learning Lab at the Montana Digital Academy, and what keeps you motivated day to day?
McKenna Akane: I did start working at a very rural school in Montana, and Montana is comprised of mostly rural schools. We do have urban schools, but it is far outnumbered by the rural schools because of how large our state is. The journey from a first year STEM teacher in rural Montana showed me a lot about how a rural school has a very different budgeting and infrastructure than a larger school district. And so, what brought me from a first year STEM teacher in rural Montana to designing award-winning AI and VR experiences? Well, in my first year, I really wanted to include virtual reality as an extension and an engagement piece to my lessons. And so, what I did being in a small school, is I fundraised money for four Meta Quest two headsets, which at the time were the new and the best. I wanted to use it to extend opportunities for learning to students who were higher achieving, but at the same time to allow students to be immersed in what they're learning. That started the ball with being recognized in emerging technologies, across the state and actually across the nation. And then finally with the last six months, I was an ISTE top 20 to watch award recipient. And that's because I decided to not only include emerging technologies, but to implement a course where students are creating with emerging technologies. So keeping them more active in the process of using it ethically, using it in a responsible way, in a culturally appropriate way. That initiative that I took is what really brought a lot of attention to the classroom that I was in and the students' work that they were doing.
Solving for Tomorrow: Student-Led Innovation
Lydia Kumar: I know that you also had your students in the Samsung Solve for Tomorrow competition, and you were the state winners. Can you tell us a little bit about that experience?
McKenna Akane: Yeah, absolutely. Samsung has a Samsung Solve for Tomorrow competition each year. It is a national competition, and the idea of it is that you create something using emerging technologies to solve a problem in your community. And so my middle school students, sixth through eighth grade, in our VR content creation class wanted to help spread awareness of the culture in rural and indigenous communities. The work that they did was very impressive, to the extent that they were able to compete against and beat high school students from across the state in larger districts. Our class was named the state winner for Montana, so that was a huge achievement for them. When you introduce these emerging technologies and students know that what they're working on has a purpose, it does benefit student outcome.
The Strategic Advantage of Rural Districts: Fostering Community and Agility
Lydia Kumar: As a first year teacher, you have a lot on your plate. What gave you the drive or the determination to fundraise and bring this new technology into your classroom?
McKenna Akane: When I first decided I was going to fundraise for just four headsets to enrich curriculum, not replace it, I saw a lot of student engagement and retention. I saw students who don't typically participate starting to show a lot more engagement. And so when I first saw that, I thought, our rural school deserves to have these emerging technologies just as much as any other school. My personal interest, combined with what I saw in the classroom, made me think we can take this even a step further. In doing so, I fundraised for ClassVR headsets, which allowed me to get a learning management system and a larger set of headsets so that I could start implementing that more, and even starting my own self-created virtual reality creation class where students had ownership of what they were making.
Lydia Kumar: I'm curious about any opportunities or constraints that you had while you were at Alberton School District.
McKenna Akane: As I mentioned, Alberton is a very rural community. There's always budget constraints, right? And so being able to know that that's something that I'm going to have to do on my own motivated me to look for grants and for community funding. While the budget was a constraint, being in a rural community, one of the good things about it was being able to reach out to the community, to businesses, to people who really saw the value of it and wanted to contribute. There are a lot of options for rural schools to find grants or fundraising opportunities because it's known that those schools have budgetary constraints.
Lydia Kumar: I really love that you highlight the community aspect of working in a rural district. I think sometimes you can move faster because there are just less district barriers.
McKenna Akane: There are. There's definitely constraints, but there's benefits. Like you said, if I need something approved, I can walk downstairs and talk to the superintendent face-to-face. So there's definitely benefits as much as constraints, but I like to focus on the benefits.
Designing the Future-Ready Curriculum: From VR Tours to AI Tutors
Lydia Kumar: You've explored immersive video and conversational AI with Galaxy XR and Gemini. I'm wondering about any aha moments that you've had.
McKenna Akane: Some of the aha moments I have is that what separates that from just traditional XR is that that's combined. In an educational setting, if I have a student who is watching an immersive video and has a question using that conversational AI, they can say, "I didn't really understand what that was. Will you give me more context on that?" And it will actually be able to see what you're seeing and hearing and give you conversational input on that. It really does give students almost a direct answer for clarification and deeper understanding. I see it helping a teacher to be able to provide different interventions and accommodations to students.
Redefining the Classroom Experience Beyond Substitution
Lydia Kumar: As a person who taught English but doesn't have a lot of experience using VR, how could I imagine making this kind of technology useful in my sixth grade ELA class?
McKenna Akane: That's a great question. I'll take an example. I did teach ancient civilizations for a while. When I was teaching ancient civilizations for Rome, I did find a free resource of a tour of Rome back in the prosperous times of Rome. Students' connection to what we spoke about in curriculum drastically increased when they're wearing the headsets and they're like, "Oh, I see the Coliseum." Their understanding, their retention, their ability to connect curriculum to that experience, it just deepens their learning.
Lydia Kumar: I know that VR is a pretty high tech tool, but there are a lot of lower barrier to access AI tools. What have been tools that you've introduced colleagues to?
McKenna Akane: I think looking for AI tools that support student authorship, so ones where students are accountable for being able to author their own work, but with the use of AI in a sense that you're using it more as a "write and check" or almost like a tutor. What I believe is if we can allow students to use AI in a responsible manner, in an ethical manner, their understanding of AI and how it works increases as well.
Institutional Policy and Support: Building a Framework for Ethical AI
Lydia Kumar: Do you have tips for educators on how to start implementing AI responsibly? There is this tension between what if my students are cheating, and at the same time, this technology is important to understand.
McKenna Akane: I would be happy to introduce the AI Help Desk from the Frontier Learning Lab at MTDA. That is meant for educators, really anybody in the nation who says, "I'm afraid of students cheating," or "I don't have a very good grasp of this, where do I start?" That's where I would suggest people go. We have vetted platforms, we have help with prompting. We can help you have that conversation of ethical use, responsible use, and keep them accountable by almost an agreement between educators and students on what is allowed within AI. Our AI Help Desk is the first of its kind in the nation, and as much as we wanna help Montana educators, we wanna help anyone in education.
The Role of Leadership in Bridging the Digital Divide
Lydia Kumar: I want to ask you about equity. How are you thinking about access gaps in your new, more systems-oriented role?
McKenna Akane: The goal of the Frontier Learning Lab is to meet schools where they're at and help them define solutions. Specifically with VR/XR, we want to be able to provide schools with that technology so that they can get a classroom kit. We provide that help to educators so that they have the confidence that they know what they're doing and a resource to rely on. To be able to provide headsets to them so they don't have to worry about all that goes behind grants and fundraising.
Workforce of the Future: Cultural Responsiveness and Human-Centered Skills
Lydia Kumar: I'm curious about the role that ethics and cultural responsiveness play in these classroom deployments, especially when you may be working with indigenous or other underrepresented communities.
McKenna Akane: The ethical implementation is a responsibility of educators to teach students that just like plagiarism, there are ways you can unethically use AI. In response to cultural responsiveness, AI is not an embodied entity. If you're asking it a question about a culture, the responses you get may not actually be accurate. To be culturally respectful and responsible, you really do need to include those in that culture who are able to add context and input. I have to keep in mind that what AI is giving me also can't speak to those cultures. Speaking to an individual who has actually lived those experiences, you need to make sure that what you are working on is actually accurate and respectful to that community.
Lydia Kumar: It's a good reminder that machines can help us build things, but there's some information, person to person, human to human that is incredibly valuable.
McKenna Akane: They're all very different with different cultures, languages, stories to tell. You need to be very mindful of the fact that those are the individuals who should be choosing how to display their culture. It's human first. You're using a tool, it's human first, and ultimately your responsibility as that human is to be able to make sure what you're getting is factual, it's culturally respectful, and that it's something that you can put out and use knowing that you've crossed off all of the different factors.
Looking Ahead: The Imperative for Continuous Learning
Lydia Kumar: If you could look five years into the future, how do you envision STEM classrooms leveraging AI?
McKenna Akane: What I hope for is that our educators become more open to the idea of implementing those emerging technologies, and that by using the resources that we offer at the Frontier Learning Lab, they're able to gain that confidence that they know what they're doing. I see AI and emerging technology as an imperative for educators to be aware of and comfortable around because students have been using these technologies for as long as they've had access.
Lydia Kumar: My last question for you is about an idea or question that is really sitting with you. It might spark hope, concern, or curiosity.
McKenna Akane: My biggest concern is that with how frequently and rapidly these emerging technologies continue to develop, that our educators and administrators are able to feel comfortable in also keeping up with that. Which sparks concern, but also hope that they utilize resources like the Frontier Learning Lab and the AI Help Desk. These technologies, they're not going away. They are going to be prevalent in the workforce of tomorrow. It's overwhelming, but know that there is a place where you can lean on so that you feel confident that you understand how to use those advancing technologies in an ethical and responsible, safe way.
Connect and Resources
MTDA Frontier Learning Lab Discover the hub of McKenna Akane's work at the Montana Digital Academy's Frontier Learning Lab. The FLL is a statewide initiative dedicated to helping educators, especially those in rural and Indigenous communities, gain access to emerging technologies like AI and VR, professional development, and hands-on support for their classroom projects. https://montanadigitalacademy.org/fll/
FLL AI Help Desk Have a question about using AI in your classroom? The AI Help Desk is a first-of-its-kind resource for educators anywhere in the nation. Whether your question is basic or complex, the team provides vetted information and guidance to help you implement AI ethically and effectively. https://montanadigitalacademy.org/fll/ai-help-desk/ Send questions directly to: ai.help@montanadigitalacademy.org
FLL Field Notes on Substack Stay up-to-date with the latest insights, practical tips, and stories from the front lines of educational technology. The Field Notes newsletter offers a direct look into the projects and progress from the Frontier Learning Lab as they explore the future of AI and VR in education. https://frontierlearninglab.substack.com/
University of Montana Alumni Feature Read more about McKenna's journey and national recognition in this feature from the University of Montana's Phyllis J. Washington College of Education. The article details her innovative approach to teaching and her commitment to bringing cutting-edge technology to rural students. https://www.umt.edu/education/coe-news/alumni-feature-akane.php
Connect with McKenna on LinkedIn Follow McKenna's journey and connect with her for insights on educational technology, VR/AI implementation, and her work with the Frontier Learning Lab. https://www.linkedin.com/in/mckenna-akane-a07622239/
Prompts Inspired by McKenna
1. The Community Problem-Solver
Based on the Samsung Solve for Tomorrow project.
Use Case: Brainstorming for project-based learning and identifying local challenges that students can tackle with technology.
Prompt: "Act as a creative educational strategist. My students are participating in a national competition to solve a local community problem using technology. Our school is in a rural area with a rich history in [insert industry, e.g., farming, logging, fishing] and a growing tourism sector. Generate 5 specific, age-appropriate problems our middle school students could address. For each problem, suggest an innovative solution that uses AI, VR, or another emerging technology."
2. The Immersive Experience Designer
Based on the Ancient Rome VR tour example.
Use Case: Creating engaging, supplemental activities that deepen student comprehension and extend learning beyond the traditional text.
Prompt: "I am a 6th-grade English teacher, and my class is about to start reading the novel [insert novel title, e.g., The Giver by Lois Lowry]. I want to create a pre-reading activity to build background knowledge and engagement. Design a 15-minute immersive VR or AR experience that introduces students to the key settings and concepts of the book. Describe what students would see, hear, and interact with. Suggest a follow-up discussion question that connects the virtual experience to the book's main themes."
3. The Cultural Preservation Assistant
Based on the discussion of working with Indigenous communities.
Use Case: Planning culturally responsive projects that use technology to honor and preserve local heritage, with a focus on ethical collaboration.
Prompt: "Act as an ethical technology consultant. My class wants to partner with a local [e.g., Indigenous tribe, historical society, community elders group] to create a project that preserves and shares their stories and language. Outline a step-by-step project plan. Your plan must prioritize community ownership and cultural accuracy. Include key questions we should ask our community partners at the beginning, suggest three different technology tools we could use (like creating a conversational AI chatbot, an AR walking tour, or a digital archive), and list three potential ethical pitfalls to avoid."
4. The Classroom AI Policy Co-Creator
Based on the conversation about student authorship and ethical AI use.
Use Case: Facilitating a classroom discussion to establish clear, shared expectations for how and when to use AI tools for assignments.
Prompt: "I am a high school teacher introducing AI tools into my classroom for the first time. I need to create a simple, student-friendly 'AI Use Agreement.' Generate a draft document that outlines three levels of AI usage for assignments: 'Green Light' (AI is encouraged as a thought partner), 'Yellow Light' (AI can be used for specific tasks like checking grammar, with citation), and 'Red Light' (AI use is not permitted). For each level, provide a clear example of a task a student might do."
5. The Grant-Writing Assistant
Based on McKenna's experience fundraising for VR headsets.
Use Case: Identifying and drafting grant proposals to secure funding for technology in under-resourced schools.
Prompt: "Act as an expert grant writer for educational technology. I am a teacher in a rural, low-income school district and I want to secure funding for a classroom set of 15 VR headsets to improve student engagement and provide new learning opportunities. Identify three potential grant foundations that support STEM education in underserved communities. Then, write a 200-word 'Statement of Need' for a grant application that powerfully articulates why this technology is essential for my students' future success."
About the Guest
McKenna Akane is an award-winning STEM teacher and the Frontier Learning Lab Ambassador for the Montana Digital Academy. A nationally recognized educator (Discovery Education "Educator of the Year," Samsung "Solve for Tomorrow" State Winner), she pioneers the use of AI and VR to create equitable, culturally responsive learning experiences. She provides critical professional development and resources to teachers in rural and Indigenous communities, ensuring every student is prepared for the future workforce.
