The Utah Coalition for Educational Technology recognized one teacher from each school district and charter school for their use of new or novel teaching practices that contribute to student learning.

Three local teachers received an Innovative Teacher Award: Krista Gibbons from Kelsey Peak Virtual Middle School, Robert Machol from Itineris Early College High School, and Crystal Van Ausdal from Mountain Heights Academy Charter School. They were recognized for their use of alternative tools to allow for innovative and tech-based projects that address real-world issues and encourage students to develop critical thinking, computer and AI skills.

Krista Gibbons, Kelsey Peak Virtual Middle School

“Innovation in the classroom is vital,” Gibbons said. “I think we should always be changing and adapting to best teach our students in the way that makes sense to them.”

As a full-time teacher and digital coach at Kelsey Peak Virtual Middle School, Gibbons has more options in her digital toolkit than most teachers to engage her students.

“I’m in a virtual school—I’m not constrained to the four walls that I would be in an actual classroom, so why not take them on a digital 360 tour of museums when I’m talking about different things and letting them see it?” Gibbons said.

Gibbons said virtual fieldtrips, such as to the Gettysburg Battlefield, are engaging and improve students’ learning.

When she can’t find the resources she’s looking for on YouTube or Nearpod, she visits Fort Bridger, Promontory Point, Goblin Valley and famous Civil War Sites to record her own footage. This summer she will film parts of the Oregon Trail and Pony Express route. She is also working with some German museums to arrange virtual tours.

Gibbons also uses a variety of tools to allow students to interview historical figures, create escape rooms based on historical events and make interactive maps of famous battles or movements.

Robert Machol, Itineris Early College High School

Computer science teacher Robert Machol uses hands-on activities to make programming classes at Itineris Early College High School more engaging. Administrator Rabecca Cisneros said Machol is a pioneer of creative instruction, actively working to make tech and computer science classes more equitable, inclusive and fun for all students.

“He uses emerging technologies to design engaging, student-centered learning experiences that go beyond traditional curriculum,” Cisneros said.

Machol uses an unconventional method to teach computer programming, traditionally a tedious course, by using robotics. Students learn increasingly complex programming principles to get their robot to complete certain tasks or navigate obstacle courses.

He said traditional computer science classes work exclusively on a computer but he tries to get kids off the computers as much as possible, and instead moving around and doing hands-on kinesthetic learning.

“I think just the hands-on experience of doing these things makes it a joy to do,” he said. “It doesn’t feel like it’s a chore. They’re having fun and they’re learning on the side. It’s not a bunch of kids sitting and staring at a computer, so I think that is why it is more inclusive for lots of different learning styles.”

Machol is always looking for tech tools to use for school and personal tasks.

“There’s so much out there it’s impossible to stay on top of everything, but I’m always looking for new ways to do things,” Machol said.

Crystal Van Ausdal, Mountain Heights Academy Charter School

It is Crystal Van Ausdal’s job to find new ways to incorporate innovative tools in Mountain Heights Academy’s curriculum. As this year’s AI Research Committee lead (and next year’s AI Coordinator), she identifies the best AI tools and determines how to effectively and ethically integrate them into teachers’ lesson plans.

“We look to see if we can enhance the assignment with AI to make it more engaging while still having students complete the chosen skill on their own,” Van Ausdal said. “If we determine the skill is not as meaningful or necessary, we can alter the assignment to have AI take over completing the more menial tasks, and then enhance the assignment to allow students to go deeper and reflect more on what AI gives them. If we embrace the positive uses, while being thoughtful to adapt curriculum and assessments so that they cannot be so easily completed by AI, I feel that AI can help us reach and help many more students than we can alone.”

Computer Science department lead Nichole Shelton described Van Ausdal as a visionary educator who is shaping the future of learning.

“Crystal’s passion for AI is contagious,” Shelton said. “She is constantly exploring the newest tools and advancements, always looking for ways they can be meaningfully integrated into education to benefit students and teachers alike. Her dedication to staying ahead of the curve is matched only by her commitment to her students.”

Van Ausdal created a New and Emerging Technologies course to teach students how to use AI safely and ethically.

“The overarching goal of this course is to teach students how to use AI to learn new skills rather than get out of learning.” she said. Students learn to spot bias and dangers and to develop prompt engineering skills. They use these skills to create a Personalized Learning Plan, including generating an AI tutorial to help them study.

“I love this project because it puts students in the driver’s seats and helps them develop a skill that will enable them to become lifelong learners,” Van Ausdal said.

Digital citizenship and ethics are a main priority for all three innovative teachers. They all realize the need to prepare students for a digital world and AI in the workplace.

“It is critical to teach students how to ethically and responsibly use AI in school because they will be expected to use AI in the workforce when they exit high school,” Van Ausdal said. λ