Posted by Kate Parker, Google's Made with Code initiative
Editor's note: Building on the last post about the importance of perceptions of CS—and computer scientists—in the media, here we're sharing more about the new initiative from Made with Code and Disney•Pixar to show the power of code this CSEdWeek.
If you’ve seen Disney•Pixar’s latest hit Inside Out, a film about 11 year old Riley as she journeys through life with the help of her Emotions, you know it’s a movie with the power to capture students’ imaginations, engage their creativity and tap into their emotions.
This year, in celebration of Computer Science Education Week, Google’s Made with Code initiative is tapping into that spirit by teaming up with Disney•Pixar to launch a new Inside Outcoding project—inspiring students to explore how computer programming plays a role in animated films like Inside Out.
The new coding project invites students to navigate Riley through three different movie scenes using a visual programming language, and introduces coding principles, such as sequencing, if / then statements and looping, along the way. After each completed level, students unlock scenes from the film, and when students need to try again, the lovable Emotions from Inside Out cheer on.
In addition, to help change perceptions of coding, the initiative also features profiles of the women who use computer science to bring Inside Out and Disney•Pixar animated films to life, including Danielle Feinberg who uses code to create the lighting for animated films, and Fran Kalal who uses programming to design and simulate characters’ outfits.
This project builds on Made with Code’s effort to engage more teen girls in computer science and to help them see coding as a means to pursue their dream careers. Since its launch in 2014, millions of teen girls have participated in introductory Made with Code projects, ranging from coding holiday trees outside of the White House to programming 3D printed wearables, and even making the lights and patterns of an LED dress that went down the runway of NY Fashion Week.
As students across the U.S. participate in this year’s Hour of Code we hope students and teachers alike will enjoy the new Disney•Pixar and Made with Code project online, as well as the supporting videos, this week and all year long
Posted by Julie Ann Crommett, CS Education in Media Program Manager
Editor's note: Positive perceptions of Computer Scientists make CS Education more inclusive, accessible and identifiable to all students. If you’re ready to start your first Hour of Code during CSEdWeek 2015, check out Google’s High Seas and Inside Out introductory Hour of Code activities.
My TV hero growing up had red hair, wore awesome outfits, and taught science to a diverse group of students. You guessed it, she’s Ms. Frizzle aka The Frizz from PBS’s The Magic School Bus! Her mantra was “Take chances, make mistakes and get messy. It’s the only way you learn.” That mantra is particularly relevant in the world of technology and computer science (CS), and here at Google we are continually trying new, sometimes crazy ideas, and learning from our successes and from our failures. But, what if Ms. Frizzle had never existed?
Close your eyes. Think of your favorite TV show or movie. Is there a scientist, a hacker or, more specifically, a computer scientist in it? What do they look like? Chances are, they are male, white or Asian, wear glasses, and are portrayed as nerdy and anti-social. Based on analysis from the Geena Davis Institute (GDI), only 11% of family films, 19% of children’s shows and 22% of prime-time programs feature women and men equally in speaking parts. Combine these staggering statistics with an overall dearth of CS characters on-screen (see chart below), and it’s no wonder we all think of the same stereotypical image for a programmer.
Why is this a problem? As Google’s Women Who Choose CS--What Really Matters study and the recently published Google-Gallup report, Images of Computer Science: Perceptions Among Students, Parents and Educators in the U.S. found, perceptions of careers in computer science really matter. On-screen stereotypes of those who engage in CS persist as do students’, parents’, and educators’ personal perceptions leading to particularly girls and underrepresented boys not seeing themselves in the field- or in other words, if you can’t see it you can’t be it.
At Google we believe we have a role to play in bridging this gap, which is why we’ve assembled a team that is focused on making CS more appealing to a wider audience, by dispelling stereotypes and showcasing positive portrayals of underrepresented minorities in tech. We are working hand-in-hand with writers, producers, networks, studios, and our own YouTube team to create new and diverse storylines about the limitless creative opportunities computer science provides. This is an opportunity to lift back the curtain on tech and feature stories that all too often go untold.
We’ve partnered with writers and producers of a variety of shows, including ABC Family’s The Fosters, Disney Jr’s Miles from Tomorrowland, FOX’s Empire and HBO’s Silicon Valley to bring the voices of real-life diverse software engineers to the screen. We also premiered award-winning director Lesley Chilcott’s newest film, CodeGirl, on YouTube for free for five days garnering almost 1M views. Great partners like Geena Davis Institute, Paley Center for Media, Campus Movie Fest and others are raising awareness of these issues and helping to move the needle on diversity in Hollywood.
We’re excited to join YouTube Kids in celebrating Computer Science Education Week with a curated playlist (on the YouTube Kids app) of Google engineers’ favorite CS content, including a special piece celebrating Ada Lovelace’s 200th birthday (Today, Dec. 10th). We hope Ada will inspire budding programmers everywhere so over on YouTube Kids we’re bringing her story to life with a little help from Presley at Act Out Games and Inklings Creative. Who is Ada Lovelace, you might ask? Well, you’ll have to watch the short film to find out! Celebrate Ada’s contributions to CS by sharing the short with friends and family and join us in changing the face of CS one image at a time.
Ideally, one day all students will have an inspiring role model that they can relate to and that encourages them to “take chances, make mistakes and get messy!” It really is the only way to learn.
Every so often, over the course of a long teaching career, we find a special tool or resource that makes us wonder how we ever taught without it. Personally, I’ve had a lot of success with GeoGebra, a free mathematics program for teachers and students. GeoGebra lets me build and share interactive worksheets that demonstrate geometry and algebra concepts. Along with relying on it myself, I’ve helped other educators use GeoGebra by creating how-to videos and leading training sessions.
My first GeoGebra worksheet, created in 2011
So when my school started using Google Apps for Education last year, there was a big question on my mind: Is it compatible with GeoGebra? Not only do they work well together, but Google Apps has helped me get a lot more mileage out of GeoGebra. Instead of just a teaching tool, it’s now become a hands-on learning environment. This has transformed my classroom into a math lab where students use Google Apps and GeoGebra to explore shapes and patterns, complete assignments, and share their work with both me and their classmates.
During a typical class, I start by posting an agenda in Google Classroom to get us all on the same page. Then I might create a GeoGebra assignment and ask students to paste screenshots of their work into a shared Google Docs file.
Everyone has their own Chromebook to use, so they can each work individually in GeoGebra – and they can even save a step by signing into GeoGebra with their Google Apps account. Now, with the new Android phone app my students can create, search, save and share their ideas and homework from their phone, saving to Drive and sharing in Classroom. Meanwhile, I track their progress and grade their submissions in Classroom.
Sometimes I have my students record screencasts of their GeoGebra worksheets using the Screencastify extension for Chrome. They can save their videos to Google Drive and share them with me through Classroom. You can see more about how I do this here.
It’s been really neat to see how beautifully Google Apps and GeoGebra work together to bring my lessons to life. It’s also been exciting to watch my students embrace and learn these new tools – to the point that they’re sometimes the ones showing me how to do something. I was especially proud when some of my students helped me demo Google Apps and GeoGebra at a recent school board meeting, sharing their growing passion for using instructional technology in the math classroom.
I’ll always be a math teacher, but I also see myself as a technology teacher. I want my students to understand that technology isn’t just about taking selfies and sending texts. Now, thanks to GeoGebra and Google, they’re using it to interact with mathematics in a whole new way.
Editor's note: We're celebrating Computer Science Education Week through December 13, and hope to inspire students to explore CS all year long. Code-in is a great opportunity for students to start on their 'second hour of code' and beyond.
For the sixth year running, teens from around the world now have the chance to learn and develop new CS skills by competing in Google Code-in (GCI). By working on real software projects—with help from mentors along the way—students just starting out with Computer Science can begin to investigate and discover the countless opportunities at their fingertips through code.
During the seven weeks of Google Code-in, pre-university students (ages 13-17) can browse hundreds of tasks created by 14 open source organizations. Students then get to choose the tasks they find most intriguing. A wide variety of skills and interests are required to make any software project work, so the tasks in Google Code-in are designed to reflect that diversity. Students can choose to work on projects across documentation, coding, training, research, quality assurance, user interface and outreach tasks.
The 14 organizations students can work with during the contest encompass many fields: health care for developing countries, learning activities for elementary students, desktop and portable computing, the encouragement of young women in computer science, game development, to operating systems used in satellites and robots.
Each task has at least one mentor assigned to it - not only to review the student’s work, but to help answer questions along the way. Each organization also offers beginner tasks that give students who are newer to open source development an easy and clear place to get started. Another goal of the contest is to encourage students to find a coding community that they enjoy working with and hopefully become an active contributor for years to come.
Over the last 5 years, over 2,200 students from 87 countries have successfully completed tasks by participating in Google Code-in. To celebrate CS Ed Week this year, please help us introduce even more young minds to open source software development through Google Code-in. To learn more about Google Code-in— including rules and FAQs—please visit the site and the Getting Started Guide.
Editor's note: Parents are champions and changemakers in education. During this CSEdWeek, here are a few easy steps to dispel CS stereotypes and encourage all students to explore the power of code. If you or your students are ready to try an hour of code, get started now with High Seas and Inside Out.
As I waited for my first grader, Gabriel, to come out of his after school care classroom, I powered up LightBot, a mobile game designed to introduce programming principles to kids, for his younger brother Zeke to play. After a few taps to maneuver the robot to light up the final square, Zeke clapped his hands and as he looked up with a big smile on his face, he saw that a captivated audience of first graders had crowded around him, eager to get a turn at the game. This unplanned demo led by my youngest son made me wonder if the parents of Gabriel’s classmates were introducing them to games based in computational thinking and computer science, they certainly seemed eager to learn more.
Computer Science Education Week, an annual week of programs dedicated to inspiring K-12 students to take interest in computer science, is a perfect opportunity for parents to get engaged. While not every student will become a computer scientist, a baseline understanding of computer science can help develop better thinkers and more informed users of technology. Unfortunately 75% of high schools in the US don't offer classes in computer science or coding and by 2020, there could be 1 million more computing jobs than there are students to fill them. This is a missed opportunity for our students and our nation.
I feel incredibly lucky that my job at Google is to run a team where the mission is to solve this challenge. We’re conducting research that looks at who does and doesn’t have access to computers and coding classes and what drives students, especially those underrepresented in the tech industry, to go into computer science in the first place. We’re also working to create ways for more students to have access and exposure to computer science opportunities outside the classroom. The challenges above can't be solved easily but they can be tackled with action from parents that's focused on encouragement and exposure-- things that parents know how to do well.
If you’re not sure where to begin, I’ve answered some of the most common questions we hear from parents below. And don’t worry, you don’t need a degree in computer science to get involved! What is computer science anyway?Google’s research has found that more than half of parents, teachers, and principals have trouble defining computer science. Let’s clear this up. Computer science is building the machines, developing the set of instructions that tell the machines what to do and how all of this applies to solving world problems. (ACM/CSTA Model Curriculum for K-12 Computer Science) Is computer science only for “nerds”? Absolutely not! It’s our job as parents to help debunk this myth, but that's tricky when many students have the impression that computer scientists are super nerdy men with glasses. At Google we’re doing our part by advocating for positive and diverse images of computer science on screen. Recent examples of our work with Hollywood include Loretta from Miles from Tomorrowland on Disney Junior and Mariana from ABC Family’s The Fosters. We need to ensure that our kids are exposed to positive role models both on- and off-screen. Made with Code is an initiative to inspire girls to see that code can help them pursue their passions by highlighting diverse role models as mentors who have integrated coding into their lives in fun and creative ways.
Computer science classes aren’t offered at my child’s school. Where can I find CS-related clubs or activities? Lots of activities are vying for our kids’ attention. As parents, we need not only to find opportunities, but to prioritize the ones that work with our student’s learning styles. Ideally, all schools would offer computer science to all students, but that’s easier said than done. We’ve learned that 85% of parents believe that computer science is as important as math, history, or English. Yet only 25% of schools offer computer science. To close the gap, parents need alternative computer science learning resources outside of school.
There are now a host of introductory and free programs for elementary school students including Google’s High Seas and Inside Out Hour of Code activities, which are one-hour introductions to computer science designed to demystify code and show that anybody can learn the basics. There’s also CS Unplugged which doesn’t even require access to technology. If your student is in middle school or high school, you can find programs through The Connectory, including Google’s free CS First program, which helps any adult - a teacher, parent, or coach - facilitate a coding club. Hopefully with more options and lower barriers to entry, parents will have the flexibility to choose the right computer science learning opportunity for their families.
What can I do to encourage my student Ensuring that your kids have access to computer science education, however, is just half the battle. You also have a critical role when it comes to encouraging your kids. For some parents it might be learning alongside your kids or driving them to coding events. While for others it may be helping to critique a science fair project like Hania Guiagoussou’s father who pushed her to focus on ideas that would have a social impact. Hania went on to become the youngest recipient of Oracle’s 2015 Duke’s Choice Award, which celebrates innovation in the use of Java technology, for her WaterSaver project that helps consumers control and monitor their water use.
What happens when the projects become harder and the problem sets start to require more effort? In NCWIT’s Top 10 Ways Families Can Encourage Girls’ Interest in Computing, one of the recommendations when the going gets tough is to help our students have a growth mindset. As Carol Dweck writes in her book Mindset, “if parents want to give their kid a gift, the best thing they can do is to teach their kid to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning.”
With each exposure to fun learning opportunities that integrate computer science principles, both of my sons Gabriel and Zeke are starting down a path to be creators as well as more educated consumers of technology. My hope is that all parents will understand the critical role that they play in shaping their students’ mindset for lifelong learning and see the power of computer science to make our lives and the lives of those around us better.
Editor's note: For CS Education Week, we are celebrating the educators that lead the way by making CS education accessible and inclusive. Stay tuned all week for more programs and stories that celebrate CS champions every day of the year.
Today, Google’s Computer Science for High School (CS4HS) award program opens applications for the 2016 year. Since 2009, CS4HS has provided funding for over 400 computer science teacher professional development (PD) opportunities around the globe. Through these PD opportunities over 20,000 teachers have gained confidence in their understanding of computer science (CS) and learned valuable skills for teaching CS to students. Despite these accomplishments, a recently published Google-Gallup study found that nationwide many teachers incorrectly identified “creating documents or presentations” and, to a lesser extent, “searching the Internet” as part of computer science. If teachers better understand what CS is, learning opportunities can branch beyond literacy and delve deeper into CS concepts, allowing students to acquire skills that are useful and in demand across a growing number of fields. What we learn from research drives why and how we invest in CS teacher PD.
Ramona Santa Maria, CS4HS facilitator from Buffalo State College, problem solving with CS teachers
In the US, we are eager to continue funding PD efforts that have strong plans for creating new or working with existing Communities of Practice (COP) that support ongoing professional development. This focus is grounded in a wide body of research (for example Joyce & Showers, 2002; and Wiske, Stone, & Levinson, 1993) demonstrating that COPs are a critical element for producing and sustaining innovation in the classroom.
When the new AP Computer Science Principles course launches in 2016, the College Board anticipates that 18,000 students will be interested in taking the AP exam. In an effort to help prepare educators to teach the new AP course, we will fund applications that include PD content that is centered around some or all of the Seven Bigs ideas from the AP Computer Science Principles Framework.
Also, based on research, we believe that regionally based PD allows practitioners to tailor the learning objectives to meet the specific needs of teachers in their areas. We encourage colleges, universities, and educational non profits from all regions of the country to apply.
Funding across the globe In Canada, Europe, the Middle East, and Africa, CS4HS is looking to fund applications that include strong plans for the establishment of new, or work with existing COPs that support ongoing professional development as well as PD content that is focused on the critical principles of computer science. Australia/New Zealand will continue to support PD focused on national CS curriculums and China will continue to support their App Inventor CS PD model.
CS4HS organizer, Alfredo Perez from Columbus State University, providing in-class mentorship for a new CS teacher
Get started with your application Criteria vary from region to region so please visit the CS4HS website to learn more about the eligibility requirements and deadlines specific to your region and to get started on your application. We hope this year will provide many opportunities to partner with the CS education community to grow and strengthen the CS teacher community around the globe. We hope you’ll be a part of it, and look forward to reviewing your application.
Stay connected Join the CS4HS Google+ community to connect with past CS4HS organizers and learn about HangOuts on Air we’ll be hosting during the application process. And be on the lookout for an announcement later this month regarding the launch of the RISE Awards for funding student outreach programs.
Posted by Chris Stephenson, Head of Computer Science Education Programs
Editor's note: For CSEdWeek this December 7-13, we are encouraging students to try High Seas and Inside Out, Google’s new introductory Hour of Code activities. We’re also going behind the scenes on the Google for EDU blog with stories and resources for the parents, educators and students that champion CS education every day. Stay tuned this week to learn more!
This year, Computer Science Education Week runs from December 7 through 13th and students, teachers, volunteers and organizations across the world will participate in a wide variety of activities and events. Very few people know, however, that it all began with one person who wanted to make things better.
In 2008, Calvin College Computer Science professor Joel Adams attended a regional ACM conference where he attended a session focused on advocating for computer science education. This session inspired him to question why secondary school students in his home state of Michigan had so few opportunities to take rigorous computer science courses when the data showed a tremendous demand for jobs in computing-related fields. Adams was especially concerned because the downturn in manufacturing had devastated Michigan and he believed his students deserved better opportunities and better jobs. Adams collected the jobs and education-related data and made an appointment with Dr. Vern Ehlers, his representative in the United States Congress. Ehlers heard Adams’ message and decided to take action.
Meanwhile, ACM and the Computer Science Teachers Association had been working to raise the profile of K–12 computer science education nationally. Cameron Wilson (then ACM’s Director of Public Policy) happened to be a former staffer for Rep. Ehlers. Following the meeting with Adams, with Ehler’s support, Wilson and Ehlers’ staffer Julia Jester drafted a resolution to designate the week of Grace Murray Hopper’s birthday as “National Computer Science Education Week”.
House Resolution 558 was introduced June 18, 2009. Rep Bart Gordon (D-TN) introduced the resolution in the House and Rep. Ehlers (R-MI) spoke eloquently in favor of his motion as did Jared Polis (D-CO). The resolution passed and was enacted on October 20, 2009 and with the help of numerous organizations, companies (Google among them) and individuals, the first celebration took place the week of December 7, 2009.
The annual event continued to grow and in 2013 it reached unprecedented levels with the participation of Code.org and the launch of the Hour of Code. Thanks to Code.org’s efforts, public figures from Ashton Kutcher to President Obama were talking about the importance of learning computer science. To date, more than 137,683,279 people have gotten a taste of computer science as Hour of Code participants.
As the global conversation about the importance of computer science education has grown, so too have the events. In Europe, Google helped launch EU Code Week which took place October 10-18th, 2015 with more than 150,000 people and 4000 events in 37 countries. From October 1-10, 2015, again with help from Google, 88,763 children and youth participated in more than 3,000 events in 17 countries during Africa Code Week. These are just two examples of the computer science education celebrations internationally.
Computer Science Education Week, whatever the event is called and whenever it takes place, is now a global experience. Everyone is invited to participate, and anyone can make a difference. And you can be sure that you will be hearing more about what Google is planning. But it is worth knowing and remembering that it all began with one man, who wanted to make life better for his students and did something about it.
Stay tuned for more posts on this topic throughout the week tagged with #CSEdWeek2015, on our Twitter and Google+ pages, too!
Posted by Jonathan Rochelle, Director of Google Apps for Education
Our goal is to ensure teachers and students everywhere have access to powerful, affordable and easy-to-use tools for teaching, learning and working together. We have always been firmly committed to keeping student information private and secure.
On December 1st, the Electronic Frontier Foundation (EFF) published a complaint regarding Google Apps for Education (GAFE) and other products and services especially Chrome Sync. While we appreciate the EFF’s focus on student data privacy, we are confident that our tools comply with both the law and our promises, including the Student Privacy Pledge, which we signed earlier this year. The co-authors of the Student Privacy Pledge, The Future of Privacy Forum and The Software and Information Industry Association have both criticized EFF's interpretation of the Pledge and their complaint.
I want to reiterate some important facts about how our products work, how we keep students’ data private and secure, and our commitment to schools, more broadly.
Google Apps for Education Core Services The GAFE Core Services -- Gmail, Calendar, Classroom, Drive, Docs, Sheets, Slides, Contacts, Groups, Vault and Hangouts -- are the heart of Google’s educational offering to schools. Students’ personal data in these Core Services is only used to provide the services themselves, so students can do things like communicate using email and collaborate on assignments using Google Docs. There are no ads in these Core Services, and student data in these services is not used for advertising purposes.
Chrome Sync Chrome Sync enables Google Account holders to log into any Chromebook or Chrome browser and find all their apps, extensions, bookmarks, and frequently visited web pages. For students, this means that they can get to work, right away. That's one of the reasons Chromebooks have become so popular in classrooms, especially for schools that can't afford a device for every child. With Chromebooks and Chrome Sync, students can have a personalized experience on any device they share with their classmates.
Personally-identifiable Chrome Sync data in GAFE accounts is only used to power features in Chrome for that person, for example allowing students to access their own browsing data and settings, securely, across devices. In addition, our systems compile data aggregated from millions of users of Chrome Sync and, after completely removing information about individual users, we use this data to holistically improve the services we provide. For example if data shows that millions of people are visiting a webpage that is broken, that site would be moved lower in the search results. This is not connected to any specific person nor is it used to analyze student behaviors. If they choose to, educators, students and administrators can disable Chrome Sync or choose what information to sync in settings whenever they choose. GAFE users’ Chrome Sync data is not used to target ads to individual students.
Additional services Schools can control whether students or teachers can use additional Google consumer services -- like YouTube, Maps, and Blogger -- with their GAFE accounts. We are committed to ensuring that K-12 student personal information is not used to target ads in these services, and in some cases we show no ads at all. In Google Search, for example, we show no ads when students are logged in.
We build products that help teachers teach and help students learn. We are constantly working to improve our products and we take all feedback from customers and consumer protection groups seriously. You can learn more and stay updated on our commitment at google.com/edu/trust.
Posted by Becky Evans, Program Manager, Google for Education
It was over a decade ago when we held our first Google Teacher Academy with a goal of bringing together outstanding educators using technology in the classroom. With so many changes since then, we decided it was about time to make some changes to the program as well. So today we’re thrilled to announce that applications are now open for the new and improved Google for Education Certified Innovator program—an energizing 12 month professional development experience for creative leaders in education. Built from the same magic that was present in each Academy, but extended into much more than a onetime event.
Certified Innovators help their organizations, each other and Google push the boundaries of what’s possible in education. As ongoing participants in this community of educators, they transform the organizations they’re serving, advocate for change, and grow their own capacity as thought leaders. The new program focuses on helping Innovators launch a transformative project to help improve education in their schools, regions, or the world. Support includes mentorship, online learning activities, and an in-person Innovation Academy.
Kelly Kermode, Integrated Learning Strategist at Forest Hills Public Schools in Grand Rapids, Michigan and member of the Chicago 2013 says of the program: “This program has reinforced my freedom to try new things, fail and rebound. It is energizing that this group strives to break down classroom walls and give students barrier-free classroom experiences through innovation. It keeps me fulfilled as an educator.”
It’s this diversity of ideas and people that makes the Innovator program special. Our current community is comprised of over 1,500 educators, administrators, and thought-leaders representing 49 different countries. “What keeps me engaged is the energy you get from working with like-minded educators. Although it’s hard to put into words, it is inspiring to be part of a community that says ‘what if...’ rather than ‘no we can’t...’ and are willing to push the boundaries beyond what we already do well", says Adrian Francis, Director of Student Learning at Concordia College in Adelaide, South Australia and member of the Sydney 2013 cohort.
Certified Innovators move forward by iterating on projects they are passionate about. New to the application is a section for each applicant to share their vision for a creative solution to a challenge in education. Innovators will be selected based on the vision they present as well as their passion for teaching and learning, innovative use of technology in school settings and potential impact on other educators. "The Certified Innovator program is where the lone wolf meets their pack. It’s where the dreamers, the disrupters, the idealists meet with the intention of being the change” says Tanya Avrith, pedagogical consultant in South Florida and member of the New York 2012 cohort.
If you have an innovative idea and would like the support of passionate educators to make it happen, please apply. We recognize that innovation occurs at all levels and roles in the education community, which is why we’re excited to invite a diverse set of education professionals to apply - from teachers to administrators, Pre-K to Post-Secondary. If you know of someone who would be a great fit for the program, you also have the opportunity to nominate an innovator.
Key dates: December 2, 2015: Applications open January 11, 2016: Applications close at 11:59 PST January 18, 2016: Applicants notified of selection to program February 24-26, 2016: In-person Academy in Mountain View, California, USA January 18, 2017 or before: Launch date of new innovation projects
We’re excited to expand the program to reach more Innovators across North America and in other countries throughout 2016. Anyone is eligible to apply to the program although preference may be given to in-region candidates. Please stay tuned for more application dates and locations. We can’t wait to innovate with you.
Editor's note: For the past month, Google.org has funded 750+ projects through the education crowdfunding site DonorsChoose.org to help teachers of students with special needs, as part of our Google Impact Challenge: Disabilities. Today we’re hearing from one teacher whose project was funded—Mr. Javier Payano, a music teacher at Lane Tech in Chicago.
In two years of teaching students with special needs, I’ve learned how music can give students the opportunity to discover themselves. In our music inclusion choir, band and orchestra classes, students with disabilities make music with general education students, each at their own level of ability. I’ve seen music help even the most shy and reticent students socialize, smile and come out of their shells.
Unfortunately, we don’t always have the right kinds of musical instruments to meet the diverse needs of every kid in my class. For classrooms like mine in Chicago, specialized equipment can truly open up the learning environment. From floor keyboards to rhythm instrument sets, I’m able to ensure that every student, no matter their mobility style, has a meaningful experience in my class.
Me and my students performing at a school assembly on November 10, 2015
That’s why I was so thrilled to learn that Google.org was funding my request on DonorsChoose.org to bring my music inclusion project to more students. For the past month, Google.org has hosted schoolwide celebrations to honor teachers of students with special needs, and funded hundreds of DonorsChoose.org special needs projects like mine. Starting today for #GivingTuesday, Google is making it easier for everyone to support teachers by matching up to a million dollars in donations to increase inclusion, equity and opportunity for students with diverse learning styles. In addition, last week Android Pay committed to donating up to another $1 million to special needs projects on DonorsChoose.org.
There are currently 6.4 million students with special needs in the U.S.—13 percent of the total student population. Yet, a $17 billion federal deficit in special education funding leaves far too many gaps across classrooms. In fact, on average, all teachers spend $485 of their own money each year on their classrooms.
Teachers like me are working to make sure all students can have an equal and inclusive education. And you can help provide some of the materials they need most—take a look! Together, we can help make education more inclusive #ForEveryKid.
