Montana Digital Academy (MTDA) is a designated state virtual school in Montana, created by the 2009 Legislature to provide supplemental online learning to K-12 public school students. The Frontier Learning Lab (FLL) is MTDA’s new statewide hub for cutting-edge learning tools —a place where teachers and students can explore AI, virtual and augmented reality, and other emerging tech.
“It was a natural space for us to go into with applicability in K-12 across the state,” says Jason Neiffer, Executive Director of Montana Digital Academy. “We were early to the AI conversation because we saw an issue we would have to come to terms with at our state virtual school. In January 2024, members of our team were invited to testify about the role of AI in education. That turned into a deeper conversation about what we wanted to do to support Montana schools.”
In an effort to ensure such rural schools could offer access to interested teachers, a solution for opening exploratory spaces for all regardless of budget toward high-quality PD needed to be reached. Having awareness and a deep understanding of that state’s unique needs and challenges was critical.
Article continues below“One of the things that we've been very conscious of is that the rural nature of Montana is sometimes underestimated,” says Neiffer, who notes that the state is the size of Germany with one-eightieth of the population. “We have a couple of counties that are larger than some U.S. states with a single school district. The superintendent is also the K-12 principal and substitute bus driver and has their boiler's license in case they're pressed into service.”
Neiffer, who was recently recognized with an Innovative Leader Award during Tech & Learning’s recent Northwest Regional Summit, and his team knew truly rural Montana kids were just as important a constituency and deserve to have access to tech experts and resources.
“The Montana School Boards Association stepped up this year and provided a model policy for districts across the state,” he says. “There are endless organizations, nonprofit and for-profit, that help with policy development in schools. However, they don’t always understand that a rural school doesn’t have a full-time tech person — maybe not even any part-time staff — and might have to rely on third-party vendors for that role.”
That is where the Frontier Learning Lab, under the umbrella of the 16-year-strong MTDA state virtual school, stepped in to form a core planning piece for time-challenged leaders.
Time Is Money Everything
Time management is an important element of any endeavor but already-stretched rural districts really feel that pinch when faced with absorbing new tech initiatives.
“The time piece is a critical factor here,” Neiffer says. “I've been in the business for almost thirty years now and I do think we underinvest in professional learning around technology. We also get that you can't spend all of your time learning about evolving technologies because teaching is a very technical job.”
Neiffer feels part of any strategy needs to be meeting teachers where their resources are.
“Is it face-to-face training, or is it asynchronous online training?” he asks. “We’ve opened up a help desk for teachers that they can email and ask for assistance because not every one of our teachers will be able to dedicate significant professional learning time. So they really do need the old ‘just-in-time’ training. Sometimes that's really just a one-on-one conversation. We want to be able to provide it however works best for their busy schedule.”
The help desk accepts emails 24/7 with someone manning and responding 9-10 hours a day. This has been particularly helpful for those teachers exploring on their own time or who may not have colleagues at their level.
3 Actionable Tips When Starting a Virtual Academy Such As Frontier
1. Need should drive everything. “One of the reasons why our program was originally created was because Montana’s vast geography needed a virtual option with stable funding and consistency in availability for students every semester,” Neiffer says. “Investment in the program is critical so funding at minimum ensures schools know when they need access to the program, they have access to the program. It can’t be dependent on an unstable funding source. You only get that consensus around need. Look at where gaps are and get coalitions together across many different political, philosophical, pedagogical views.”
2. Don't recreate the wheel. “Unless you are on the exceptionally bleeding edge of something (and if you are, great, just make sure you tell the rest of us what you did!), look at existing models,” Neiffer says. “Montana Digital Academy is part of the Virtual Learning Leadership Alliance which is a coalition of 20 state virtual schools across the United States. Instead of coming up with something from scratch, find something that's 50%, 70%, 80% of the way there and just adjust it for your locality and specific needs. Chances are someone is already doing this work elsewhere. If they aren’t far enough along to give you hints, they'll be a wonderful collaboration partner.”
3. Don't be afraid to ask for resources from others. “We don't spend enough time asking our colleagues down the street what they're doing,” Neiffer says. “Whenever you can take advantage of a room of people that agree or disagree with you about your approach, it's a real opportunity to push yourself and make your planning process that much richer.”
Looking To The Horizon In Big Sky
In an era of ever-tightening budgets — the sky is not the limit, even in Big Sky Country. Investment into innovation can be an intimidating mountain to climb.
“We are actively balancing costs, which are still significant in this space, with utility inside of a classroom,” Neiffer says. “I have no doubt that we can find lots of good, showy, fun, interesting, even pedagogically useful places for virtual reality, but it's always balanced against the cost of the hardware and the cost of maintaining those pieces.”
One pilot that Neiffer and his team is exploring is securing access to virtual dissections for online anatomy and physiology students. “There are anatomy and physiology classes available from two and four-year Montana colleges, but it can be very geography-based due to the human dissection lab requirement,” he says. “So how do we provide that access to online students?”
Stretching resources continues to be a challenge.
“We have four different departments in Montana Virtual Academy with a mix of public, private and school-based funding,” Neiffer says. “In particular, in our Business Learning Program and our Digital Learning Clearing House, we find a reasonable cost to share with schools. The legislature wants schools to have skin in the game so that they know that it's something they are investing in for access to opportunity.”
Embracing partnerships is key. For example, MTDA has access to STEM experts and research professors at the University of Montana who provide guidance on AI, virtual and augmented reality.
Neiffer believes that the lab itself — the professional learning — should be covered with a combination of state appropriation, federal grants and private foundations to help create a sustainable model to ensure access for the most rural schools when public funding might not reach that scalability down to the smallest of schools.
“With such great future-looking leadership in this space, we are now working with vendors to find the most affordable solutions for what is to come,” Neiffer says. “A previous superintendent of public instruction called Montana a frontier state. I think that that's an accurate way to describe what we do.”
Neiffer is enthusiastic about the future of education as well as the hard-working team around him.
“Find people who are interested in helping you and don't be afraid to fail,” he says. “Chances are not every new initiative will be successful so just use that as an opportunity to grow and become better. It’s a really critical part of being a design-thinking forward organization, but it's also the best way to approach teaching and learning. Institutions are learning as much as the students.”
Tools They Use
Neiffer discusses some of his go-to tech tools.
- TextExpander - “I can’t live without a text expansion app. My longtime favorite is TextExpander, which works on Windows, macOS, and ChromeOS. I use it for stock AI prompts, phrases I type all the time, such as, ‘Hello, my name is Jason Neiffer, and I am the Executive Director of Montana Digital Academy,’ and even bits of code.”
- NotebookLM - “I experiment with many fast-moving AI tools, but I keep coming back to Google NotebookLM as a dependable place to organize the large volume of information I collect for work and personal projects. That includes reports, journal articles, presentations, travel guides, restaurant recommendations, and videos about places I want to visit.”
- ChatGPT CustomGPTs and Gemini Gems - “One of the most useful things about today’s generative AI tools is the ability to create small, purpose-built helpers that work through information with you. I love building CustomGPTs and Gems to handle specific tasks, like creating alt text for images, rewriting assignment directions for clarity, brainstorming workshop materials, or helping organize drafts and ideas. They are not perfect, of course, but they can save a great deal of time and mental energy.”
