Richard Poth has been recognized with a 2025 Global Recognition Award for advancing practical, technology-driven teaching solutions that directly respond to the pressures faced by classrooms worldwide. Richard draws on more than two decades of experience in primary, secondary, and international schools, consistently focusing on using digital tools to make learning more engaging for students while keeping tasks manageable for teachers. His track record reflects steady, deliberate progress rather than short-term experimentation, and it shows how thoughtful design can turn technology from a burden into a reliable support for everyday teaching.

Richard earned this recognition after a rigorous assessment process that examined how his work performs across teaching quality, curriculum development, and the integration of meaningful technology. His scores in the integration of technology in education and contribution to curriculum development reached the top grade of five, indicating world-class performance relative to his peers who also operate internationally. The selection panel used a structured measurement approach to compare applicants across different strengths, and Richard’s portfolio stood out for its breadth of implementation and the clarity of its educational purpose.

Building A Global Teaching Practice

Richard’s professional journey began in the classroom in the United Kingdom, where he served as a primary school teacher and ICT coordinator, learning how technology can support learners only when it is grounded in sound pedagogy and realistic classroom conditions. His early work with schools in Southend, helping to deploy a virtual learning environment across dozens of sites, showed that he could coordinate training, listen to staff concerns, and translate technical systems into everyday classroom practices. That period established a pattern in his career, in which each role deepened his understanding of how to connect infrastructure, curriculum, and teacher capability in a coherent manner.

Richard then extended his practice into international education, holding roles as digital integration specialist and ICT coordinator in schools in Malaysia, Singapore, and South Korea, where he worked with teachers, administrators, parents, and students across diverse curricula and cultures. These posts required him to adapt training and support to very different local expectations, while still keeping a clear focus on student learning outcomes and teacher confidence with digital tools. His later positions as head of computing and digital learning in London and head of digital development in Cambridge further demonstrated that he could design school-wide strategies, manage change over time, and ensure that technology investments translated into measurable benefits in teaching and learning.

From Training To The Micro Lesson Library

Richard founded AtTech Edu to meet a growing demand from schools and educators who needed structured, accessible training on how to integrate technology into lessons without overwhelming staff. Through this work, he created courses, workshops, and coaching sessions that helped teachers move beyond basic tool use and toward designing learning experiences that encourage creativity, critical thinking, and responsible digital citizenship. His emphasis on practical examples and clear workflows earned the trust of schools and educators, who saw that his recommendations were shaped by classroom realities rather than abstract theory.

Richard also established a substantial online presence through his YouTube channel, where more than 6,500 educators engage with his content on educational technology and teaching practices. The volume of feedback and questions he received from this community exposed recurring problems: teachers lacked time to create high-quality, interactive resources, and students needed more immediate, personalized guidance than teachers could reasonably provide. These insights prompted Richard to shift from primarily offering training to designing a scalable resource that could directly serve learners while still aligning with the ways teachers plan and deliver lessons.

The Micro Lesson Library Innovation

The Micro Lesson Library emerged from this experience as a structured collection of interactive, curriculum-aligned micro lessons that teachers, tutors, and parents can deploy in a range of settings. Each lesson follows a consistent pathway that moves students from explicit instruction through a creative task and into assessment, helping learners understand expectations and giving teachers confidence that the sequence aligns with widely used curricula. Richard designed the content to work across international frameworks, including the International Baccalaureate and UK national curricula, so that schools in different regions can adopt the lessons without having to discard their existing planning structures.

The platform includes AI-driven feedback, which provides students with immediate, focused responses to their work, particularly on creative and open-ended tasks that typically demand significant teacher time. This feature helps students refine their understanding while the material is still fresh, and it allows teachers to review activity reports and quiz results rather than starting every piece of feedback from scratch. The inclusion of short quizzes, certificates for high scores, and downloadable reports supports formative assessment and communication with parents, making the lessons useful in classrooms, tutoring contexts, and home learning environments.

Final Words

Richard’s work with the Micro Lesson Library demonstrates how a teacher’s extensive experience can be leveraged in conjunction with the careful application of artificial intelligence to address persistent educational challenges, such as limited feedback time and the difficulty of maintaining student engagement across diverse learning needs. His platform does not attempt to replace teachers. Instead, it supports them by handling routine, time-consuming aspects of feedback and reporting, so that educators can focus on higher-value interactions with students. The recognition through a 2025 Global Recognition Award reflects how effectively his solution balances innovation with practicality and demonstrates sustained commitment to better learning outcomes.

Richard’s broader contributions, from AtTech Edu to his international school leadership roles, reveal a consistent philosophy that technology should serve clear educational goals and remain accessible to teachers at different stages of their careers. His emphasis on openness, continuous learning, and iterative improvement has created a body of work that is already influencing how schools approach AI-enabled resources and digital change. Alex Sterling, spokesperson for Global Recognition Awards, emphasized Richard’s achievement when he stated, “Richard Poth exemplifies how deep classroom experience combined with technological innovation can create effective educational tools, his Micro Lesson Library addresses genuine needs in the global education market while maintaining the pedagogical rigor that only comes from decades of teaching experience, and his ability to identify critical problems and build scalable solutions using AI demonstrates exceptional leadership in educational technology.”