Olson’s path to teaching began in 6th grade, when a single teacher left an impression so powerful it shaped the course of his life. “My journey to becoming a teacher began in 6th grade, when I was profoundly influenced by my teacher, Mr. Haag. His ability to inspire, encourage, and genuinely believe in me left an impression so powerful that I knew, even at that young age, that teaching was what I wanted to dedicate my life to.”
That sense of calling has never left him. Olson describes his teaching philosophy as rooted in servant-leadership: guiding students through challenges,building relationships, and helping them recognize their own strengths. “Today, that calling continues to drive me in the classroom, where my greatest joy comes from watching scholars grow in confidence, discover their talents, and experience the same kind of belief and encouragement that first inspired me.”
“On my end, the professional development was excellent and the technical support prompt and reliable, giving me confidence to bring these opportunities to my scholars. Looking back, LocoRobo turned those early challenges into opportunities, equipping me with tools to inspire and giving my scholars the chance to grow in confidence, skill, and a genuine love for Computer Science.”
Meeting Challenges with Confidence and Inclusion
Teaching Computer Science to middle school students comes with unique hurdles. “A key challenge has been building scholar confidence and readiness, especially since many enter middle school with little prior experience in coding or hands-on technology,” Olson explains. For some students, abstract concepts in Computer Science can feel intimidating, particularly if they already struggle with literacy or math. Olson’s solution has been to focus on growth mindset, scaffolding, and creating an inclusive classroom where every student sees themselves as capable.
Representation and equity are central to his program. “We have worked to promote equity and representation, encouraging underrepresented groups, including girls, minority scholars, and those with learning differences to envision themselves as future computer scientists and engineers. By breaking down stereotypes and offering multiple entry points, such as coding, drones, or IoT, we have created a more inclusive Computer Science culture where every scholar feels they belong and can thrive.”
Finding Solutions with LocoRobo
When Olson’s school first began integrating STEM, one of the biggest challenges was helping students feel confident despite their lack of prior experience. “LocoRobo made Computer Science accessible by starting with block coding, and I watched scholars light up the first time they added blocks, ran a program, and saw their robot move—an instant spark that built excitement and momentum.”
That momentum continued as students advanced. “As we transitioned into Python, I saw frustration and hesitation at first, but also perseverance, and the moment a scholar successfully wrote a Python script to move their robot was unforgettable, giving them a real sense of accomplishment.”
Relevance was another hurdle, and Olson found that LocoRobo’s STEM solutions made STEM meaningful. “LocoRobo addressed this by offering diverse platforms to include robots, drones, IoT devices, the LocoArm, and the LocoScout, so every scholar could find their own entry point, whether coding, flying drones, or experimenting with sensors, while also connecting learning to real-world careers in technology, agriculture, and engineering.”
He credits LocoRobo’s professional development and support as a major factor in his success. “On my end, the professional development was excellent and the technical support prompt and reliable, giving me confidence to bring these opportunities to my scholars. Looking back, LocoRobo turned those early challenges into opportunities, equipping me with tools to inspire and giving my scholars the chance to grow in confidence, skill, and a genuine love for Computer Science.”
Integration and Growth
Olson’s school has steadily expanded its program, layering in new platforms year after year. “Our school integrated the LocoRobo curriculum gradually, beginning with the robots and expanding each year to include drones, TryDrones, IoT, the LocoArm, and the LocoScout as our program grew. This phased approach provided scholars with a wide range of options and allowed their skills to develop alongside the program.”
Alignment with state standards has been key. “I tailored the LocoRobo curriculum to align with state standards, particularly when writing lesson plans, which made it a strong fit within our Computer Science program. The professional development I received was always excellent, providing the knowledge and confidence to implement the curriculum effectively. In addition, the technical support has been outstanding, prompt, reliable, and always just a phone call, Zoom, or email away whenever I needed assistance or had a request.”
The Impact: Skills, Confidence, and Culture
The results speak for themselves. “LocoRobo has significantly elevated both learning gains and attitudes compared to non-LocoRobo classes. While general computer science lessons can sometimes feel abstract and cause engagement to fade, LocoRobo’s hands-on approach with drones, IoT devices, and robotics immediately sparks curiosity and excitement.”
The impact goes far beyond technical skills. “Beyond technical skills, perseverance, problem-solving, and collaboration learned through LocoRobo often spill over into math, science, and literacy, helping scholars who may struggle in traditional subjects shine. With diverse entry points, whether coding, flying drones, or working with sensors, every scholar finds a way to succeed, fostering an inclusive and positive school-wide culture of Computer Science.”
Olson has seen how LocoRobo builds programs that resonate across the school.”The LocoRobo curriculum has had a powerful and positive impact on both our scholars and our
school. With strong support from our principal and administrative team the program has become a cornerstone of our Computer Science efforts. What makes LocoRobo especially successful is the variety of platforms it offers. For example, drones, IoT, robotic arms, and the LocoScout, so every scholar finds something that excites them. I often hear comments like, “I may not be the best at coding, but I love flying drones,” or “Drones aren’t my thing, but I enjoy working with IoT.” This flexibility allows me to build a program that meets scholars where they are, sparks curiosity, and nurtures different interests and skill levels. Many scholars who struggle in other subjects excel with LocoRobo, gaining confidence, technical skills, and a sense of belonging in Computer Science. Most importantly, the problem-solving, perseverance, and critical thinking skills they develop through LocoRobo often spill over into their core subjects, helping them grow as learners across the board.”
Aha! Moments That Matter
The classroom is filled with memorable moments of discovery. Olson recalls, “Block coding sparks instant excitement as they see their robots respond in real time, which builds confidence and motivates them to keep exploring as coders. The real breakthrough, however, comes when they transition into Python. At first, this shift can feel overwhelming, the colorful blocks are gone, and they must type every line with precision. Yet our scholars show perseverance… that moment when a scholar realizes they have written ‘real code’ is incredibly powerful.”
These moments, Olson emphasizes, go beyond just coding skills. “These experiences go beyond technical skills, teaching persistence, problem-solving, and confidence in their ability to grow. Most importantly, our scholars learn that mistakes are not the end of the journey. They show up the next day ready to try again, knowing they will have another opportunity to get it right.”
