Computer Explorers teacher Christine Summa teaches close to 100 preschoolers each week at schools in the Fort Myers, Fla., area. She spoke with us about her experience as a technology education teacher for young students and how ComputerTots, Computer Explorers preschool program, benefits their futures.

Christine Summa

Computer Explorers: How long have you been working for Computer Explorers? How did you come to work for the local franchise?
Christine Summa: I’ve been with Computer Explorers for eight years. Prior to CE I worked as a supervisor at an insurance company, as a bank teller and as a stay-at-home mom. When my kids started school, I began teaching preschool but was looking for other employment. Being a Computer Explorers teacher enables me to work while my children are in school, spend time with them and do what I love all the same.

CE: What is your educational and professional background?
CS: I went to the University of Connecticut and studied English and psychology. When I heard about Computer Explorers, I knew they were looking for someone who was good with the little ones, organized and technology-savvy. It was a perfect fit. I have learned so much from teaching these programs, and my director is great about having training sessions to keep everyone up to speed on the latest technology.

CE: What do you like best about teaching these programs?
CS: There are many wonderful things about these programs. The children are always happy to see me, and they enjoy what they’re learning very much. I usually only teach three children at a time — all very well-behaved — which enables me to spend a lot of one-on-one time with the kids. My director, Michelle Hershey, is great to work with. Overall, teaching for Computer Explorers is just a happy experience.

CE: Can you describe a typical ComputerTots class?
CS: ComputerTots classes are 30 minutes long. We have a puppet whose name is CT, for “ComputerTots.” I always hide something inside of CT’s shell that pertains to our lesson. Next week we’ll be learning about digital microscopes. In CT, I’ll have magnifying glasses and will ask the students what magnifying glasses do, and we’ll talk about how they make things look bigger. I give them a chance to think and let them come up with the answer. Then I say, “That’s what the microscope does, too!”

I also start each class with a little educational song: I’m a little computer, just for you. Here is my monitor, and my CPU. Can you find my keyboard and CD-Rom? Just click the mouse to start the fun. I’m a high achiever, and I expect my children to be, too. We’ll use the computer to show languages – we’ve done Spanish, French and Mandarin. We use the computer to teach sciences. This week we’re doing a magnets game on computers, and we also did a static electricity experiment. I always write a note to parents to let them know what their child is learning and what they were able to do. Positive reinforcement goes a long way with the kids!

CE: How do children react to your class?
CS: Kids love coming to class. I’ve had a lot of parents tell me that kids aren’t always happy to go to school, but they’re thrilled to go to school on Tuesdays because they get to go to ComputerTots. They like what they are learning, and it makes them happy.

CE: How tech-savvy are the students you work with? Have you noticed a real change over time as new ones start?
CS: I have found that parents don’t spend time teaching their children about computers at home. So some of the children are tech-savvy and some not at all. It’s amazing to see how the children grow over a two-year period. A lot of them will come to me without knowing how to use a mouse, and by the time they leave the program, they are comfortable with the language and know how to confidently use the computer and navigate through the programs on their own.

CE: People say that these programs help build problem-solving skills among young learners. Do you have some examples?
CS: I think that’s true. They enjoy solving puzzles and are proud of themselves and their peers when they do. I like to give each child their own time to figure out the problem. It’s amazing what the other children learn just by watching others take turns. We were building machines on the computer yesterday. Some things worked, some did not, some children I had to give some hints to. But they all figured it out, and they were proud of themselves. They got a real sense of accomplishment.

CE: How do Computer Explorers programs foster collaborative learning?
CS: With ComputerTots, it’s more about one-on-one interaction and giving children a chance to do things directly. However, the children learn to take turns, watch and listen while others are participating. It teaches them to be patient and to collaborate.

CE: Are there any instances that are especially memorable?
CS: I spend a lot of time getting to know these kids over a year or two, and I’m proud of seeing them improve. That’s what I like. I like seeing them go from not very skilled or very confident, and four months later they’re amazing. And they know it. That’s the moment that I enjoy.

CE: How important is it that youngsters get this type of training early?
CS: I think its very, very, very important. School is getting harder and harder every single year. It was harder for my daughter who is in college than it was for me, and it’s tougher now for my high school freshman than it was for my college sophomore. They have to be good at everything. In kindergarten, they’re expected to read a book and take an online test to answer 10 questions. Then in second grade they’re expected to type a page for a report, and in fourth grade, they have to do PowerPoints. It’s the new way of the world, and I enjoy helping prepare these students for the rest of their lives.

For more information about Computer Explorers programs, visit www.computerexplorers.com.

Computer Explorers is preparing kids to solve global problems (and the kids think they’re just having fun)

Kim Storch is the director of enrichment for Canterbury School in Fort Myers, Fla., where she handles after school programs and summer camps. She works closely with Computer Explorers franchisee Michelle Hershey, who provides tech-savvy programs for students.

How long have you been directing at Canterbury School?
I’ve been with Canterbury for 25 years, mostly as a parent. Both my kids have gone through here. I’ve been director of enrichment for five years. I was deeply involved as a parent and a volunteer before joining the payroll.

What do students like about Computer Explorers?
A lot of the programs are very hands-on, like the LEGO robots they get to build. Of course, kids love LEGOs. The parents love that it’s a STEM program (Science, Technology, Engineering and Math). With computers, the kids have a good time. It’s second nature to them to interact with computers, and parents realize that computer literacy is going to be a vital component for their kids to be successful in the future.

What do teachers like about it?
I think the teachers like the fact that the Computer Explorers teachers are exceptional. They have wonderful knowledge of the material. They’re very organized; they’re very prepared. They’re very professional. Everything that they say to the kids is positive. We at Canterbury are very directed toward 21st century education, and toward collaboration. The world is becoming flatter. Students who are culturally and cross-culturally aware are more tolerant and can problem-solve. We instill in our students a huge social responsibility. The computer enables our kids to work in teams and work with their peers and problem-solve. Now is a good time for kids to learn that teamwork is the best way to work. It will be important for analyzing complex problems in the future. Now, they’re having fun and they don’t even realize that they’re learning new skills that they will use in the future. And it’s an overlay of different age groups who are having a good time with their peers in a safe and positive environment with positive role models. Computer Explorers is part of our family.

During summer programs we have a rotation of teachers, and they’re all terrific and as dedicated as the owner of the franchise. They’re all just A-plus. I would not think of anyone better than Michelle Hershey and her staff. They have great ethics and positive attitudes, and a willingness to adapt instruction to all levels of children. I would never think of using anyone else in our enrichment programs for computers.

What changes do you see in students?
The classes that they offer are always updated and new. So it’s fresh for the kids, and they are able to build upon the skills that they learned previously. It’s not stale or stagnant. The kids just jump right in.

How do the lessons carry over into class?
I think when they are able to use their critical thinking and problem-solving, their communication is enhanced, and so is their collaboration and their creativity. It gets them leaning toward innovation. It’s huge. It’s opening up doors for them as far as the global landscape.

How do students react when it’s time for Computer Explorers?
They’re very excited. As the teacher enters the room, none of the kids are saying they’d rather go outside or hang out with their friend Johnny. It’s really amazing. They think of it as a form of play. They don’t even realize that they’re learning engineering concepts. They know they have to listen and follow instructions. They can’t just be playing on the computer like they do at home. It’s easy even for the small ones during the summer. We have 2- and 3-year-olds who have never used the mouse before, and they listen and follow directions and they want to learn because they know that the other kids already know how to use computers, and they don’t want to be left out.

Does it change the way children interact with one another?
I find them to be more tolerant and accepting. They’re learning social responsibility. They can’t be hurtful. They have to cooperate if they want to be successful with their projects. Our kids are wired for this. Obviously, watching small children, you can see that they’re hard-wired for using computers, and it’s going to make them more socially responsible and able to solve the big problems in the future as far as getting along with our partners in the world. It’s just amazing how much they can accomplish and how much they get done through use of the computer.

What Computer Explorer offerings are most popular?
Anything with the word LEGO. Right now we have LEGO Junior Engineering and treasure hunting with robots, and that’s very popular. Everything basically with the word “LEGO” in it is what the kids gravitate toward. And anything with the word “robotics,” the parents are interested in, because they understand that that’s where innovation takes place. They want to see their kids learn the skills that will help them do great things for themselves.

By Cyndee Perkins

Updating your school’s Responsible Use Policy for technology may keep you from ending up in court! As schools are held more accountable for student actions, setting good policies on campus may help influence behavior off campus…and protect your school’s reputation!

I spend a lot of time communicating with technology teachers and coaches, media specialists and network administrators at schools and online. They are usually enthusiastic about their jobs, until I ask about their Responsible/Acceptable Use Policies. Then their eyes roll toward the ceiling, feet shift uncomfortably, and vague smiles drift across their faces.

“Oh, I think I saw that when I was hired a few years ago.”

“The hardware guy takes care of all that.”

“We must have one somewhere.”

“You know, I should probably check on that.”

By not publishing an RUP for both parents and children to sign, a school runs the risk of being held liable for the actions of its students. Writing an RUP doesn’t have to be hard, just up to date!

Some general recommendations when writing a Responsible Use Policy include:

• Define technology broadly (include cell/smart phones, notebooks, e-readers and other portable technology)

• Solicit input from administrators, staff, students and parents. LISTEN to their input.

• Frame the policies positively – tell what you expect rather than what you forbid!

• Translate and distribute the RUP into the language of the home.

• AND check with your school’s insurance company to determine liability and guidelines. Protect your school financially.

You can download additional recommendations and a sample RUP from the Computer Explorers Document Center: Designing a Responsible Use Policy.