Tag Archives: Education

My Path to Google – Nada Elawad, Software Engineer

Welcome to the 42nd installment of our blog series “My Path to Google.” These are real stories from Googlers, interns, and alumni highlighting how they got to Google, what their roles are like, and even some tips on how to prepare for interviews.

Today’s post is all about Nada Elawad. Read on!

What’s your role at Google?
I am a Software Engineer at YouTube Knowledge, which is the part of YouTube that focuses on building a platform for classifiers and features that increase satisfaction and support our responsibility to viewers, creators and society.


What I like most about it is how I can see the impact we are making on the world in actual measurable numbers. Also, at YouTube, we get to be in touch with creators (who have thousands and millions of subscribers). These creators have some of the loudest voices in our society today.
Nada at Google Zürich shortly after joining Google.
Can you tell us a bit about yourself?
I was born and raised in Cairo, Egypt. I received a Bachelor's degree in Computer Science from Ain Shams University. During college and before joining Google, I developed a passion for competitive programming that really made my years in college much more interesting. That passion I owe to the ACM (Association for Computing Machinery) community at my university, which was very challenging, yet fun, and pushed me forward.

On the leisure side, I love 3D Puzzles, video games, boats, and electric micromobility vehicles. I am also a huge fan of F.R.I.E.N.D.S and Tarantino movies.

What inspires you to come in every day?
What I like most about Google is how much they care about diversity and inclusion, and how much they care about their employees in general, from providing resources for them to learn and grow to making sure they are having fun and are happy at work.

From a user perspective, what I like most is how they keep all kinds of users from all places and backgrounds in mind when designing or launching a new product, and the way they always act on a global scale, so that everyone can use their products.
Nada conducts a fireside chat with Google Senior Fellow Jeff Dean at the opening of our new Engineering office in Paris.
Can you tell us about your decision to enter the process?
During college, Google was always that magical place that everyone talked about. It was very famous for being the coolest place to work and also the hardest to get into, which made it seem like the recruiting process would be very difficult. 

I had applied for every intern position during my first two years at college, and I was not at all confident I'd get a chance—I didn't at first. My first successful step towards Google was when I applied to attend Inside Look in Zürich, an event that gives university students an inside view at working as a Software Engineer at Google. My application was accepted, but unfortunately my visa was rejected a week before the event. 


Nada at the Googleplex in Mountain View, CA.



How did the recruitment process go for you?
As I was about to start my senior year of college, I was contacted by a Google recruiter following my previous visa rejection, to ask if I would be interested in applying for a full-time position this time — I definitely would! 

Due to travel issues, my recruiter worked with me to conduct the interviews online, for which I was very grateful, and yet worried it might not go as well as if it was onsite. However, my recruiter was amazingly reassuring. I decided to go ahead with my interviews online during final exams of my last semester. A week later I received the most incredible news—and two things got marked off my to-do list: (1) Travel and (2) Get a job at Google.

Nada relocated from Cairo to Google Paris!
What do you wish you’d known when you started the process?
I wish I had known that Google is not just looking for code-geniuses. Interviewers don’t expect you to go in and solve everything optimally in the first few minutes because that’s not how real problems are solved, but they do care about your thought process, how you approach a problem with a simple solution and move to a better, more optimal solution. This would have made me worry much less about getting everything right during the interviews and increased my confidence during the process.


Can you tell us about the resources you used to prepare for your interview or role?
I mainly used online judges, like CodeForces and TopCoder, on a daily basis to keep a problem-solving mindset. I refreshed my knowledge of data structures and algorithms using various blogs and online resources about getting hired at Google. These helped me get an overview of what I should focus on and not get overwhelmed by all the things I didn’t know. 

Since I had to do my interviews online I mainly used Pramp to practice more effective communication. Also, I remember reading almost every question about working at Google and their recruitment process on Quora, which gave me a sufficiently comprehensive idea of every step along the way.


Nada at the FIFA World Cup semi finals, which she attended after working on a project related to the World Cup.
Do you have any tips you’d like to share with aspiring Googlers?
Take your time honing your problem-solving skills. Keep an open mind, as Google is a fast-growing, changing, and flexible place, where you can definitely find something to work on that interests you. Don't get discouraged if you don’t make it at first; many great Googlers didn’t get the job on their first few tries.


Young coders are shaping Singapore’s future

You’re never too young to take up coding—just ask 10-year-old Sephia Rindiani Binte Andi. Sephia only took up coding a year ago, and sharpened her skills so quickly she created an online game shortly after. The game challenges players to navigate their way out of a maze (I admittedly kept getting lost). Today, Sephia continues dabbling in code at home with the help of her mom, Kamzarini.  


Sephia is a graduate of Code in the Community, a program that brings coding classes to young Singaporeans from less affluent backgrounds. The grassroots initiative is run by local education organizations like Saturday Kids and 21C Girls, with the help of more than 1,000 volunteers and the backing of Google and Singapore's Infocomm and Media Development Authority (IMDA). 


Since 2017, Code in the Community has reached more than 2,000 Singaporean students. And this week, we’re proud to announce that Google will provide a new grantto help expand the program for another three years.   


Together with a matching grant from IMDA, the new funds mean two things: First, they’ll allow the program to bring basic coding classes to 6,700 more kids by 2022.  Second, they’ll support new courses for the 2,300 existing graduates—encouraging talented young students like Sephia to apply what they’ve learned and explore new concepts like design thinking.  

We hope Code in the Community will shape Singapore’s future as a smart nation, growing the city-state’s $12 billion internet economy—one of the most advanced in Southeast Asia—with new jobs and opportunities. 


As a Singaporean myself, I’ve found it incredibly inspiring to see the way local communities have come together to make technology real, accessible and fun for children. I can’t wait to see what the next generation of graduates do as they develop their skills and go wherever their imagination takes them. 


Doodle for Google 2020: How do you show kindness?

I’ve had a lifelong love of art and creativity. As the Doodle team lead, it’s an incredible privilege to use that passion professionally to create surprising, magical moments that inspire and connect us all. 

Today our 12th annual Doodle for Google contest kicks off, and I can’t wait to see the extraordinary artwork students across the nation dream up for the chance to be featured on the Google homepage, and to inspire millions of people with their creativity.

We’re excited to announce that this year’s theme is “I show kindness by…” Acts of kindness bring more joy, light and warmth to the world. They cost nothing, but mean everything. . 

As submissions open, we’re inviting young artists in grades K-12 to open up their creative hearts and show us how they find ways to be kind. Starting a community garden? Standing up for a friend being bullied? Doing chores around the home? How you interpret the theme is up to you! 

This year’s national winner will have their artwork featured on the Google homepage for a day and receive a $30,000 college scholarship. The winner’s school will also receive a $50,000 technology package.

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Rodney Robinson

We’re assembling an amazing panel of judges to help us choose the winner. This year, we’re lucky enough to have the help of an incredibly kindhearted educator, Rodney Robinson, 2019’s National Teacher of the Year. Who will the others be? An inspiring scientist? A famous musician? Stay tuned to find out!

In the meantime, check out the artwork of our 2019 national winner, Arantza Peña Popo, for inspiration. If you’re ready to join the ranks of previous winners, the contest is open for submissions for 10 weeks; submissions close on March 13th, 2020.

Ready to enter? Let kindness inspire you and start doodling your heart out! 

For more details on contest rules, theme inspiration and the entry form, head to doodle4google.com.   

Teacher’s coding lesson helps students show gratitude

Tori Pickens’ students at the George B. Armstrong Elementary School for International Studies joined millions of teachers and students around the world to do an Hour of Code last week. Hour of Code is a global computer science initiative that creates a fun and creative environment for students to be introduced to the concepts of computer programming. The activity they completed, Code Your Hero by CS First, allowed students to reflect on and honor the everyday heroes in their lives while learning computer science concepts. 

As the Dynamic Technology/Computer Science teacher, Tori is responsible for envisioning and coordinating the technology and CS education for all 1,200 students in the Chicago school from Kindergarten through 8th grade. She is also a leader in CS4All Chicago, helping pilot and develop many of their curricula and initiatives. In a recent conversation, Tori talked to us about her Hour of Code experience, her teaching philosophy and the power of CS education.

Why did you want to teach an Hour of Code this year?

I think that working on these projects increases students’ metacognition, or ability to “think about their thinking.” The activities can change year to year, but the important part is that students are aware of what they are doing while they are doing it. Practicing that thought process is the important part because it’s a transferable skill that they can apply to other real life situations.

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Coding isn't a talent, it's a skill. Tori Pickens

What did you enjoy most about CS Education Week this year?

This year’s activity was particularly special because of the theme around heroes. The specific sprites and scenes (aka characters and background) in the Code Your Hero activity were so diverse, just like my group of students. Over 50 countries are represented at our school. At the beginning of the lesson, we had inspiring conversations around who our heroes are, and I learned about a lot of new heroes in pop culture! But I also saw that my students found unique ways to acknowledge the strength in others. 

How did students express that through the activity? 

Sometimes I’m not sure my students know how to show gratitude very well, but this activity really got them thinking about the qualities of a hero. One student chose to create a project using the sprite that looked like a dad wearing a baby carrier. She said, “My dad is my hero because he makes sure that we eat every day!” They were showing impressive coding skills, but those moments were the real highlight for me.

What advice do you have for other teachers who want to incorporate coding into their curriculum?

Educators often feel like we must have all the knowledge. In my class, I make it really clear that we’re always learning together. I’m a life-long learner, and I want to model that for my students. But with everything we want to learn, the hardest part of our jobs can be pacing and time management. There’s often just not enough time! My recommendation is to start with an exploration of materials. Try to make time to “play with purpose” regularly, even if that’s just 30 minutes at the end of the day on Friday. I tell teachers to try CS First. It’s the best program I’ve found for introducing students to Scratch.

What is your teaching philosophy for computer science, or anything else?

I teach perseverance above all else. I think this is the most important skill for students to walk away with. We talk a lot about having to be driven, and not giving up. I tell students that they can’t say, “there’s no way.” It might not be the way you thought it was going to be, but there are creative ways to solve all problems. I’m happy if they develop their coding skills, and I often remind my students that coding is not a talent, it’s a skill—but mostly I want them to experience success from perseverance because they will learn and obtain so many other skills in life that way. 

Meet the Googlers making coding education more equitable

Within the Education Equity team at Google, three women are changing the education landscape for the next generation of black and Latinx engineers—and I’m lucky enough to call them coworkers.  

April Alvarez, Peta-Gay Clarke and Bianca Okafor are part of my team at Google that’s leading two education initiatives: Code Next is a free computer science education program for black and Latinx high schoolers, and Tech Exchange is a semester-long program for historically black colleges and universities (HBCUs) and Hispanic-Serving Institutions (HSIs) where computer science majors immerse themselves in coding instruction on the Google campus in Mountain View. Both of these programs are part of Code with Google, our commitment focused on ensuring every student has access to the collaborative, coding, and technical skills that unlock opportunities in the classroom and beyond—no matter what their future goals may be. 

In the latest installment of The She Word, and in celebration of Computer Science Education Week (Dec. 9-15), we sat down with the ladies to discuss mentorship, the lack of diversity in tech and advice for young women of color looking to get into the coding space.

Why are the programs you work on described as “Education Equity"? 

April:When we design and develop programs for the Education Equity team, we start by acknowledging that advantages and barriers to success in education do exist, and that not all students have the same starting point. For example, when designing the Code Next program, we realized that access is a big barrier for Black and Latinx students interested in computer science, so we designed lab spaces that are proximate to where students live; we brought the labs to them. 

For Code Next and Tech Exchange, we focus on helping students cultivate their tech “social capital” (meaning their networks of connections) by bringing in folks who work in the tech industry and connecting them to one of our students through our mentorship programs. 

What are Code Next and Tech Exchange doing differently compared to other coding education programs in the space? 

Bianca: From the beginning, Tech Exchange has focused on providing an immersive and enriching experience both inside and outside of the classroom. The program takes a thoughtful approach to engaging the HBCU/HSI students with social and career development programming to further bolster and add meaning to their experience on Google's campus. We make an effort to expose students to a variety of community groups and product teams to broaden their perspective on opportunities available to them in the tech industry.  

Peta:With Code Next, we work with students from 9th-12th grade in a physical lab close to their homes and communities. These labs were intentionally built by Google and architects experienced in designing inspirational learning spaces. Our goal is to expose youth traditionally underrepresented in the tech industry to the wonderful world of computer science and give them the agency to immerse themselves into the areas that most interest them. We met our first cohort of students when they were in middle school, and they’re now applying to college! 

When you look at a Code Next student’s resume, you will see the impact of our program—they take computer science classes at a Code Next Lab, they work with a Google mentor, and they spend the last few years of high school immersing themselves in emerging tech like app development, artificial intelligence, virtual reality and more.

You all came from different industries to work in this space—April from K-12 schools, Peta from government and higher education, Bianca from her earlier years in Google’s R&D departments. How does that affect the work that you do together? 

April: First, it makes for a fun and interesting team to be a part of! Second, it allows us to make design decisions from multiple angles and perspectives. When I’m making decisions, I’m thinking about learning outcomes, the student experience and the educational pathway. Bianca and Peta do this as well, but they’re also able to chime in and share industry knowledge and experience, and then work this into the design of the program.

The tech space is working to improve diversity among its ranks. In your experience, what is one thing that could address that situation?

Peta: There isn’t one thing that will address the issue of underrepresentation in the tech industry.  Instead, there are a number of ways industry leaders can have impact. For starters, we can increase focus on collaboration and partnership within and across industries. We can improve education and understanding of how to foster a diverse and inclusive culture and more importantly, what it looks like in practice. We can broaden our understanding of the internal and external systems that lead to heterogeneous workforces, and better communicate the interventions needed for changing or dismantling those systems, to produce more equitable outcomes. Lastly, we can increase investment in finding and supporting the next generation of talent from underrepresented communities. 

It’s Computer Science Education Week! What’s one recommendation you have for young women of color who are interested in careers in coding?

Bianca: Mentorship is powerful. Seek out individuals who are doing the things you want to do. They can act as sounding boards and help support and motivate you. 

Lastly, what gets you up in the morning? Why do you do what you do?

Peta:It comes down to empathy. Initiatives like Code Next and Tech Exchange are near and dear to my heart. I am an engineer. I am where I am today because I was exposed to tech at an early age. I come from the same communities that we are trying to uplift.

Bianca: For me, it’s engaging with and supporting our students. I'm continually inspired and amazed by the level of talent, energy and enthusiasm our Tech Exchange students bring to the program and to Google. It's an honor to run a program that’s preparing the next generation of Black and Latinx technologists.  

April: Any time I get to see the direct impact of our programs, it motivates me to keep pushing and reassures me that all of this hard work is so worth it. In a lot of ways, I relate to our students and their educational experience, so it keeps me grounded in the work. I went to school with a lot of friends and family who hit barriers in their career paths, and being able to remove some of those barriers for a whole new generation of students will always keep me energized.


Bring Hash Code to your university this February

Calling all student leaders! Want to host a fun, technical event for developers at your university this February? Maybe we can help.
Hash Code is Google’s team programming competition and is back for another year of challenging developers to tackle engineering challenges inspired by real Google products and problems. Previous challenges have ranged from optimizing video streaming on YouTube to scheduling rides for self-driving cars. The 2020 Online Qualification Round will take place on February 20. From there, top teams will be invited to Google Ireland in April to face off in the Final Round.

How can you get involved? Registration to compete in Hash Code opens in early January, but you can sign up to organize a hub at g.co/hashcode right now! You might be wondering...what exactly is a hub? Hubs are volunteer-organized meetups where teams from the same university, office, or programming club can come together to compete in the Online Qualification Round. Last year, more than 700 hubs were organized by developer communities around the world!
Why host a hub at your university?
  1. Hubs add extra excitement to the competition. We’ll create a separate scoreboard for your hub, so your hub’s teams can see how they stack up against each other. You can also tune in to the Hash Code livestream from your hub and listen together as the challenge is shared and the results are announced.
  2. Hubs are a great way to connect with other developers. Hash Code offers technical Google content that is suitable for developers of all skill levels. Whether you’re looking to grow a developer community at your university, or run an event for a well-established Computer Science club or society, there is something for everyone in a Hash Code challenge (see all past challenges here).
  3. Fun! Sure Hash Code is a competition, but it’s also about having fun...and what’s more fun than tackling a challenge alongside friends?


Learn more and apply to host a hub today at g.co/hashcode. We’ll see you again in early January when we open registration.

Happy CSEdWeek! I’m feeling inspired.

Editor’s note: It’s the first day of Computer Science Education Week—an annual event for organizations and educators to encourage students to try computer science—and we’ve got a special guest author to mark the occasion. Chance the Rapper is joining us to celebrate student coders in Chicago.

Today is a perfect example of why we started SocialWorks almost four years ago—to empower Chicago youth with art and education.

In 2017, with CS4All, Scratch, and a little help from Google, we told hundreds of kids from the South Side of Chicago they could do anything with code. Since then, we’ve been busy with teacher training, hosting family creative coding nights, and getting the whole community excited about what’s possible with code.

Now the kids are coding. Seven elementary schools spent a bunch of time creating a game and drawing themselves as superheroes—that can fly! That can teleport! That collect hearts. All using code.

A few weeks ago, I saw their incredible work and am so proud of them that I decided their projects should be seen by the entire world … 

So today, the first day of Computer Science Education Week, I present you with—SuperMe, the official video game for “I Love You So Much” (because anyone can make a music video).

I Love You So Much

Watch "SuperMe," an official video game from students in Chicago

I’m also excited to announce that we’re going to continue this work with even more students next year with an additional $250,000 Google.org grant to support SocialWorks and CS4All. 

A huge thank you to everyone involved—we’re giving the youth in Chicago what they really deserve: more opportunity. 

Feeling inspired? Let a teacher in your life know they can help kids code their own heroes in their classroom for CSEdWeek. Time to get coding, y’all.

Getting to know a research intern: Paul Rubenstein

Research teams are embedded all throughout Google, allowing our discoveries to affect billions of users each day. From creating experiments and prototyping implementations to designing new architectures, our team members and interns work on real-world problems including artificial intelligence, data mining, natural language processing, hardware and software performance analysis, improving compilers for mobile platforms, as well as core search and much more.

Google offers a variety of opportunities for students who wish to gain industry experience. Through our Getting to know a research intern series, we provide a glimpse into some of these opportunities as well as the impactful projects research students at Google work on. Today we’re featuring Paul Rubenstein, from the University of Cambridge.
Tell us about yourself and your research topic. How did you end up working in this area?
I first studied math at the University of Cambridge and went on to get masters degrees in computational biology and machine learning. I then joined the Cambridge-Tuebingen PhD program where I am now in my final year. In the first two years of my PhD, I worked mostly on theoretical aspects of causal inference. Generally, causal inference is about learning causal structure in the world from a mixture of observational data (passive observation of the world) and interventional data (where you perform experiments and see what happens).

In the second half of my PhD, I’ve been working on  representation learning (where one tries to learn lower dimensional features of high dimensional inputs such as images that are useful for transferring to other tasks), generative modelling, disentanglement, and some learning theory. Representation learning has been the broad topic of my research internship at Google.
This is your second internship at Google. Why did you apply the first time, and why did you decide to come back? 
I applied for my first internship because I was interested to see how machine learning is used and developed in an industrial context. I was really impressed by several things about both my team and Google generally: the incredible infrastructure and computational resources, the plethora of interesting problems with practical impact, that academic publishing is encouraged, and that Google is generally a great place to go to work each day.

For these reasons and more, I decided to apply for a second internship. This year, I was with the Brain team in Zurich, focusing on fundamental machine learning research. Being on this team is as close as I imagine it gets to being in an academic lab while in industry — people have a lot of freedom in choosing their research topic and writing papers and having a research impact is the main goal, yet there are several advantages over my experience of academia. The level of software engineering skill (and presence of dedicated software engineers collaborating on the projects) lead to shared code bases that enable prototyping and experimenting at large scale much more easily and quickly than in typical academic labs. These factors, combined with a more collaborative atmosphere, lead to the undertaking of larger scale, potentially more impactful projects.

What project was your internship focused on? What was the outcome of your research? 
In the first half of the internship, I worked on understanding the theoretical underpinnings of some recently proposed representation learning algorithms. This line of research led to a research paper On Mutual Information for Representation Learning which is currently under submission at the International Conference on Learning Representations (ICLR), one of the top machine learning conferences. In the second half, I worked on new algorithms for representation learning. This work is ongoing, and the resulting paper hasn’t been published yet.
Did you write your own code? What advice do you have for future interns?
Yes. Coding at Google is a little different than what I was used to in academia in two main ways. The first is that a lot of code is shared, and as a result, good software engineering practices are followed! This also results in larger code-bases that are a lot more complex than are typical in my PhD. The second is that you have access to a large amount of cutting-edge computational resources. This means that it is possible to run very large scale experiments.

My advice to future interns is that once you’ve started, there are many Google-specific things that have to be learned, so when you inevitably get stuck on something, the best thing to do is to ask someone for help. Asking questions is encouraged because it is the fastest way to improve your productivity and thus the productivity of your team!

What key skills have you gained from your time at Google? What impact has this internship experience had on your research?
My software engineering skills have definitely improved a lot as a result of working here. I’ve also learned a lot about how organisations and teams can be structured and managed in order to be most productive. I have learned a great deal about areas of research that I hadn’t worked in before the internship, and I hope to continue my research in these areas after my internship ends. The exposure to good software engineering practices has had a big impact in that it has facilitated my research in more practical areas involving lots of coding, in contrast to the more theoretical research I did earlier in my PhD.
Looking back on your experiences now: Why should a PhD student apply for an internship at Google? Any advice to offer?
My main reasons to do an internship at Google:

You will be exposed to very interesting problems that you may not see elsewhere.
You will work with and learn from colleagues who are experts in their fields.
I may have mentioned this once or twice already, your software engineering skills will improve a lot!
It’s incredible the amount you can achieve and learn in a 3-4 month internship at Google.

In order to prepare for coding interviews, I recommend the Cracking the Coding Interview book (though some chapters might not be relevant). I typed out my solutions in a Google doc to match the real interview experience as closely as possible. For more practice questions, there are many websites that have libraries of example coding interview questions, you can find many of them on Google's Tech Dev Guide.

To prepare for a research interview, I recommend practicing talking about your research at a high level to those that might know only the basics of your area. You should also review the basics of machine learning and deep learning, e.g. be able to explain basic concepts such as empirical risk minimization/generalisation/overfitting, common architectures (MLPs/convolutions,) and training techniques (SGD/momentum/Adam).

Europe and Africa code weeks: 136,000 students learn to code

Within the next 10 to 15 years, 90 percent of all jobs in Europe will require some level of technology education, and now is the time for the future workforce to start acquiring these skills. Computer Science (CS) programs all over the world are helping prepare students for the new global economy and helping them channel their excitement and passion into real world creations.

This October, we supported Europe Code Week,a movement started by the European Commission,for the sixth consecutive year, and Africa Code Week for the fourth consecutive year. In total, Google funded 88 education organizations in 41 countries, reaching a grand total of 136,000 students. 

This is part of our commitment to help one million Europeans grow their careers by the end of 2020 and to train 10 million Africans in digital skills by 2022 as part of Grow with Google. 

As our work with Europe Code Week shows, this support is making a difference. Here are just a few stories from among the 33 organizations we funded in 23 countries and through which 21,291 students learned CS.

Europe Code Week

Africa Code Week 

In Africa, we joined forces with SAP and Africa Code Week to fund 55 organizations and grassroots groups across 18 countries. Over 115,000 students were able to explore CS through a variety of fun and interactive workshops. See some of their stories below.

We’re thrilled to help these students and teachers gain coding experience in Europe and Africa and look forward to inspiring even more students in 2020.

Blockly Summit 2019: Rendering, Accessibility, and More!


It has been over eight years since we started work on Blockly, an open source library for building drag-and-drop block coding apps. In that time, the team has grown from a single developer to a small team and a large community. Blockly is now a standard in the CS education space, used by Scratch, MakeCode, AppInventor, and hundreds of other developers to enable tens of millions of kids around the world to create and express themselves with code.

But Blockly isn't only used for education. The library provides everything an app developer needs to create rich block coding languages and is highly customizable and extensible. This means Blockly is also used by hobbyists and commercial companies alike for business logic, computer games, virtual reality, robotics, and just about anything else you can do with code.


The work we do on Blockly wouldn't be possible without the many folks who contribute back with code, suggestions, and support on the forums. As such, we were very excited to welcome around 30 members of the Blockly open source community to our second annual Blockly User Summit and to be able to make all of the talks available online!

The summit spanned two days in October and included 16 talks, over half of which were given by external contributors, and a Q&A with the Blockly team. The talks covered everything from Blockly's brand new rendering framework and building custom fields to explorations in performance and debugging block code. Check out the full playlist.

We also held a hackathon on the second day of the summit, with quick start guides for using our new rendering and accessibility APIs. If you're new to Blockly and you'd like a good starting point, take a look at our CodeLab and if you build your own cool demo let us know on our forums.



By Erik Pasternak, Kids Coding Team