Tag Archives: Google Computer Science Education

Computational Thinking from a Dispositions Perspective

Posted by Chris Stephenson, Head of Computer Science Education Programs at Google, and Joyce Malyn-Smith, Managing Project Director at Education Development Center (EDC)

(Cross-posted on the Google Research Blog.)

In K–12 computer science (CS) education, much of the discussion about what students need to learn and do to has centered around computational thinking (CT). While much of the current work in CT education is focused on core concepts and their application, the one area of CT that has not been well explored is the relationship between CT as a problem solving model, and the dispositions or habits of mind that it can build in students of all ages.

Exploring the mindset that CT education can engender depends, in part, on the definition of CT itself. While there are a number of definitions of CT in circulation, Valerie Barr and I defined it in the following way:
CT is an approach to solving problems in a way that can be implemented with a computer. Students become not merely tool users but tool builders. They use a set of concepts, such as abstraction, recursion, and iteration, to process and analyze data, and to create real and virtual artifacts. CT is a problem solving methodology that can be automated and transferred and applied across subjects.
Like many others, our view of CT also included the core CT concepts: abstraction, algorithms and procedures, automation, data collection and analysis, data representation, modeling and simulation, parallelization and problem decomposition.
The idea of dispositions, however, comes from the field of vocational education and research on career development which focuses on the personal qualities or soft skills needed for employment (see full report from Economist Intelligence Unit here). These skills traditionally include being responsible, adaptable, flexible, self-directed, and self-motivated; being able to solve simple and complex problems, having integrity, self-confidence, and self-control. They can also include the ability to work with people of different ages and cultures, collaboration, complex communication and expert thinking.

Cuoco, Goldenberg, and Mark’s research also provided examples of what students should learn to develop the habits of mind used by scientists across numerous disciplines. These are: recognizing patterns, experimenting, describing, tinkering, inventing, visualizing, and conjecturing. Potter and Vickers also found that in the burgeoning field of cyber security “there is significant overlap between the roles for many soft skills, including analysis, consulting and process skills, leadership, and relationship management. Both communication and presentation skills were valued.”
CT, because of its emphasis on problem solving, provides a natural environment for embedding the idea of dispositions into K-12. According to the International Society for Technology in Education and the Computer Science Teachers Association, the set of dispositions that student practice and internalize while learning about CT can include:
  • confidence in dealing with complexity,
  • persistence in working with difficult problems,
  • the ability to handle ambiguity,
  • the ability to deal with open-ended problems,
  • setting aside differences to work with others to achieve a common goal or solution, and
  • knowing one's strengths and weaknesses when working with others.
Any teacher in any discipline is likely to tell you that persistence, problem solving, collaboration and awareness of one’s strengths and limitations are critical to successful learning for all students. So how do we make these dispositions a more explicit part of the CT curriculum? One of the ways to do so is to to call them out directly to students and explain why they are important in all areas of their study, career, and lives. In addition educators can:
  • Post in the classroom­­ a list of the Dispositions Leading to Success,
  • Help familiarize students with these dispositions by using the terms when talking with students and referring to the work they are doing. “Today we are going to be solving an open-ended problem. What do you think that means?”
  • Help students understand that they are developing these dispositions by congratulating them when these dispositions lead to success: “Great problem-solving skills!”; “Great job! Your persistence helped solve the problem”; “You dealt with ambiguity really well!”.
  • Engage students in discussions about the dispositions: “Today we are going to work in teams. What does it mean to be on a team? What types of people would you want on your team and why?”
  • Help students articulate their dispositions when developing their resumes or preparing for job interviews.
Guest speakers from industry might also:
  • Integrate the importance of dispositions into their talks with students: examples of the problems they have solved, how the different skills of team members led to different solutions, the role persistence played in solving a problem/developing a product or service…
  • Talk about the importance of dispositions to employers and how they contribute to their own organizational culture, the ways employers ask interviewees about their dispositions or how interviewees might respond (e.g. use the terms and give examples).
As Google’s Director of Education and University Relations, Maggie Johnson noted in a recent blog post, CT represents a core set of skills that are necessary for all students:
If we can make these explicit connections for students, they will see how the devices and apps that they use everyday are powered by algorithms and programs. They will learn the importance of data in making decisions. They will learn skills that will prepare them for a workforce that will be doing vastly different tasks than the workforce of today.
In addition to these concepts, we can now add developing critical dispositions for success in computing and in life to the list of benefits for teaching CT to all students.

Computational Thinking for All Students

Posted by Maggie Johnson, Director of Education and University Relations, Google

(Cross-posted on The Huffington Post and the Google Research blog.)

Last year, I wrote about the importance of teaching computational thinking to all K-12 students. Given the growing use of computing, algorithms and data in all fields from the humanities to medicine to business, it’s becoming increasingly important for students to understand the basics of computer science (CS). One lesson we have learned through Google’s CS education outreach efforts is that these skills can be accessible to all students, if we introduce them early in K-5. These are truly 21st century skills which can, over time, produce a workforce ready for a technology-enabled and driven economy.

How can teachers start introducing computational thinking in early school curriculum? It is already present in many topic areas - algorithms for solving math problems, for example. However, what is often missing in current examples of computational thinking is the explicit connection between what students are learning and its application in computing. For example, once a student has mastered adding multi-digit numbers, the following algorithm could be presented:
  1. Add together the digits in the ones place. If the result is < 10, it becomes the ones digit of the answer. If it's >= 10 or greater, the ones digit of the result becomes the ones digit of the answer, and you add 1 to the next column.
  2. Add together the digits in the tens place, plus the 1 carried over from the ones place, if necessary. If the answer < than 10, it becomes the tens digit of the answer; if it's >= 10, the ones digit becomes the tens digit of the answer and 1 is added to the next column.
  3. Repeat this process for any additional columns until they are all added.

This allows a teacher to present the concept of an algorithm and its use in computing, as well as the most important elements of any computer program: conditional branching (“if the result is less than 10…”) and iteration (“repeat this process…”). Going a step farther, a teacher translating the algorithm into a running program can have a compelling effect. When something that students have used to solve an instance of a problem can automatically solve all instances of the that problem, it’s quite a powerful moment for them even if they don’t do the coding themselves.

Google has created an online course for K-12 teachers to learn about computational thinking and how to make these explicit connections for their students. We also have a large repository of lessons, explorations and programs to support teachers and students. Our videos illustrate real-world examples of the application of computational thinking in Google’s products and services, and we have compiled a set of great resources showing how to integrate computational thinking into existing curriculum. We also recently announced Project Bloks to engage younger children in computational thinking. Finally, code.org, for whom Google is a primary sponsor, has curriculum and materials for K-5 teachers and students.

We feel that computational thinking is a core skill for all students. If we can make these explicit connections for students, they will see how the devices and apps that they use everyday are powered by algorithms and programs. They will learn the importance of data in making decisions. They will learn skills that will prepare them for a workforce that will be doing vastly different tasks than the workforce of today. We owe it to all students to give them every possible opportunity to be productive and successful members of society.

Project Bloks: Making code physical for kids

Posted by Joao Wilbert, Creative Lead and Zebedee Pedersen, Creative Technologist, Google Creative Lab

When we were kids, physical things like toys and blocks helped us learn—inspiring curiosity and imagination in a fun, playful way. We think there’s no reason that shouldn’t also be possible when it comes to Computer Science.

When kids learn to code, they’re not just learning how to program computers, they’re learning a new language for creative expression and developing computational thinking: a skillset that will help prepare them to solve all kinds of problems. Making code physical — known as tangible programming — offers a unique way to combine the way children innately play and learn with computational thinking.

Earlier this week we announced a new research initiative called Project Bloks. The project is a collaboration between Google, IDEO and Stanford’s Paulo Blikstein, inspired by — and building upon — a long history of educational theory and research in the field of tangible programming.

The ultimate goal of Project Bloks is to create an open hardware platform for physical programming experiences to help kids develop computational thinking through play. By creating an open platform, Project Bloks will allow designers, developers and researchers to focus on innovating, experimenting and creating new ways to help kids develop computational thinking. Our vision is that, one day, the Project Bloks platform could become for tangible programming what Blockly is for on-screen programming.

As a first step, we’ve created a system for physical programming and built a working prototype with it. We’re sharing our progress before conducting more research over the summer to inform what comes next.

Want to get involved?
We are currently looking for participants (educators, developers, parents and researchers) from across the globe who are interested in helping shape the future of Computer Science education by remotely taking part in our research studies later in the year. If you would like to be part of our research study or simply receive updates on the project, please sign up here.

For more detailed information about the technology behind Project Bloks, check out our recent post on the Google Research Blog and our position paper. And to learn more about our other initiatives aimed at driving CS education forward and helping kids develop computational thinking skills, check out programs like CS First and Made with Code; and tools like Coding with Chrome, Blockly and Pencil Code.

Inspiring tomorrow’s coders at I/O Youth and beyond

Posted by Pavni Diwanji, VP of Engineering - Kids and Families

Google I/O is all about bringing creative coders together to imagine what’s next. And who better to build for the future than kids, the developers of tomorrow. That’s why we launched I/O Youth - inspiring kids to imagine, invent, and explore through the power of technology.

Today, we’ll celebrate the third anniversary of I/O Youth by hosting 120 students from Bay Area schools at Google I/O. Over the course of the day, kids and their teachers will be inspired by hands-on activities like designing a custom robotic monster and 3D car, bringing them to life using the power of code, directing a digital cartoon, and creating a personalized water bottle design through Made with Code.

Over the course of the day, kids will hear from speakers who use technology to do amazing things every day - like Ryan Germick, head of the Google Doodles team, who’ll talk about the beauty of art and technology coming together; Brent Bushnell, CEO of Two Bit Circus, who’ll take them on a virtual field trip to his workshop, and Anika Cheerla, 13-year old Google Science Fair finalist who built a way to accurately diagnose Alzheimer's disease, who’ll share how she discovered her love for science. They’ll also get to hear about how technology helps to bring some of their favorite things to life from a producer of Design Squad Global by PBS Kids and WGBH, a Nickelodeon creator, and a Pokémon game designer.

We’re also excited to announce our collaboration with Scratch, enabling developers to design creative coding and learning experiences for kids. Today we take the first step in this collaboration with the release of an early developer preview of Scratch Blocks code. We hope that developers will use Scratch Blocks to create consistent, high-quality programming experiences for kids everywhere.
At I/O Youth, students will get early access to a prototype built with Scratch Blocks
I/O Youth is just one of many ways we’re focused on helping young people to imagine, invent, and explore through the power of technology. Beyond today’s event, we also have year-round programs to help inspire and train our engineers of the future, including:



Google Science Fair - an international competition inspiring teenagers from all over the globe to ask questions about their world and solve them with science. The deadline to submit projects for this year’s competition is today, so stay tuned to see who will win!






Made with Code - our initiative to inspire millions of girls to learn code, and see coding as a means to pursue their dream careers.


CS First - increasing elementary and middle school students’ access and exposure to Computer Science with a focus on girls and underrepresented minorities.




If you’re not joining us at Shoreline Amphitheater for I/O Youth today, follow along on Twitter at #io16 and #ioyouth as we share updates along the way. Here's to celebrating and inspiring our future engineers today, and every day.

#CSforAll: expanding computer science to all students

Posted by Mo Fong, Director K-12 Education Outreach

We believe it's important that all students have the opportunity to be creators—not just consumers—of technology. The study of computer science (CS) develops critical thinking skills, the kind that help solve complex problems and drive innovation, and opens doors for a variety of careers that integrate technology. That’s why we’re thrilled to be part of President Obama’s announcement this morning to expand CS to all students, especially those from underrepresented communities.

Today, alongside the President’s announcement, Google is committing to an additional investment of $23.5 million in 2016 to support K-12 CS education, with the aim to reach an additional 5 million students through our programs.

Our research shows that 9 in 10 parents want their child to learn CS but unfortunately schools face many barriers to offering CS in the classroom. Principals and superintendents say that they don’t have have enough time in the school day to have a dedicated CS class, and many schools aren’t able to find trained CS teachers. We applaud the White House, and the growing number of advocates, educators and companies across the country working to address these and other barriers.
We know we have to work together to overcome these challenges and we invite you to learn more about our programs and even more importantly, to join our efforts! Bring CS First to your school, encourage high school girls to try coding with Made with Code, or simply be part of the conversation about expanding access to CS in your community. Read more about some of our 2016 initiatives below that are part of today’s White House announcement, and roll up your sleeves, we’re right there with you!

  • CS First gives students ages 9-14 a chance to express themselves with code through projects focused on interest areas like sports, fashion, music, and more. No tech experience is needed to facilitate the program and materials are free. Over 250,000 students have experienced programming through CS First, and more are joining every day!
  • Made with Code inspires millions of girls to learn to code and to see computer science as a means to pursue their dream careers through introductory coding projects, profiles of women mentors using coding in diverse job paths, and a community of partners and nonprofits helping to sustain girls’ interest along their coding journey.
  • Google Summer of Code is a global online program offering student developers ages 18+ stipends & mentorship for open source coding projects. 
  • For computer science teachers, CS4HS is an annual program that improves the CS educational ecosystem by providing funding for the design and delivery of professional development. CS4HS supports teachers to learn and master new technical content and teach in more innovative and engaging ways.
  • We support non-profit organizations such as Code.org, through Google.org, Google Fiber, and our RISE Awards which are grants for organizations working to inspire the next generation of computer scientists, especially those that reach girls, underrepresented minorities, and students who face socio-economic barriers.
  • To dispel stereotypes, we’re working with Hollywood studios, writers and advocacy groups to showcase positive portrayals of girls, women, and underrepresented minorities in tech. 

Mindy Kaling at our kickoff Made with Code event in New York, June 2014
And while important work is getting done on the ground, we’re also helping to inform the field about the barriers to access CS education in our formal education system. Our computer science education research with Gallup helped us gain a deeper understanding of how administrators, teachers, parents and students perceive CS and the main challenges that high schools face in providing CS courses. This research will continue as a three year study so we can see how we are progressing over time. We’re excited that President Obama is elevating CS education as a vital, national issue and look forward to building on the momentum of #CS4All to bring CS learning opportunities to all students.

My coding journey

Posted by Hania Guiagoussou, Dublin High School, Dublin, California

Editor's note: Hania Guiagoussou is a junior attending Dublin High School in Dublin, California. Born in Montreal with parents from Chad, Hania is a tri-citizen Canadian / Chadian / American. Hania, when not coding, is also a long distance runner with Dublin High’s Track & Field team. She joins us today to share her perspective on how she became a coder. We celebrate CS Education so students like Hania can keep changing the world through apps like Hania’s WaterSaver.

What’s the first thing that comes into your mind when you hear the term “coding”? Is it “geek”, “weird”, “boring”, or “complex”? If you came up with anything similar, chances are you are just like me before I started programming. My dad is a computer engineer and was constantly trying to get me into coding. I was more interested in enhancing my talent in art and drawing. I resisted, and just like most people my age, thought coding was a complicated foreign language. Nothing seemed cool or fun about it.

All of my opinions about programming changed, however, once I attended a Java programming workshop for kids. I was skeptical and honestly wasn’t excited about going at first. Once I arrived we started playing around with an animation tool called Alice. After a few hours we were taught the basics of the tool, and were left alone to experiment and develop our own programs. I ended up getting hooked and spent hours creating my first animation. I was actually having fun and forgot that I was programming. I still felt like an artist, applying my imagination to a screen instead of paper. After the workshop I fell in love with coding and began to program animations for school projects and for fun.

Using my newly acquired coding skills, I went on to develop projects with social impact. My first project was WaterSaver, which opened doors to countless opportunities and even fame! WaterSaver is a Java-based system built on the Raspberry Pi platform that intelligently controls water sources. The project was inspired by California’s severe drought and Lake Chad’s progressive disappearance (my parents are originally from Chad). The idea came about when I noticed that despite the severe drought, many households in my neighborhood weren't controlling their water usage. To solve this problem I programmed a system that adapts to changes in weather and soil conditions, and that gives users the ability to monitor and control water sources from anywhere. After completing my project I realized that my coding skills were like superpowers that I could use to innovate, help others, and change the world!
Hania hard at work on her Rasberry Pi / Java-based WaterSaver project
I submitted WaterSaver to a Pan-African competition in Chad. There I competed against many highly skilled competitors a lot older than me. The experience was nerve-racking, but I believed in my project and knew that it had the potential to help others. I ended up winning 3rd place in Africa and 1st place in Chad. The prize was quite grand, $10,000 in my pocket! After the award ceremony, kids were running up and trying to take pictures with me; they were just amazed by what I had accomplished. I also had the media dying to schedule newspaper, radio, and TV interviews with me. Keep in mind that 24 hours prior, I was just an ordinary, unknown teen.

My favorite part of the experience was that I inspired so many children in Chad. During my trip I had the chance to sit down with other girls and exchange details of our everyday lives. I discovered that these girls were a lot like me -- they were connected to social media, watched TV, and went to school. The striking difference, however, is that many young girls in Chad (and in many other countries in Africa) are forced to get married before the age of 18 despite restriction regarding underage marriage in their countries. This fact shocked me and helped me realize how lucky American girls are to have the opportunity to finish school.

A year after my trip to Africa, I was given another amazing opportunity, a Keynote speech at Javaone for Kids. During my talk I had the chance to inspire hundreds of kids to pursue coding and follow their dreams. A week later I was selected among 9 million Java developers from around the world to become the youngest recipient of Oracle’s Duke’s Choice Award, which recognizes and honors outstanding innovation using Java technology. This award was not just a win for me, but for all teenage girls. I want other girls to see what I have accomplished and have the opportunity, and the will, to do the same.
Hania receiving the Oracle Duke's Choice Award (Hania is with her dad Mahamat and an Oracle rep)
I used to be a typical teenage girl who thought coding was boring and odd. I never really saw myself as programmer and just thought it wasn't for me. But little did I know that attending one workshop would completely change my perception. I came to realize that programming is like art: you use creativity, imagination, and critical thinking to create a functioning piece of code.

Women are highly underrepresented in the tech field. Statistics from The Huffington Post indicate that In 2013, just 26 percent of computing jobs in the U.S. were held by women. I don't have to check statistics to figure that out. At my school, every engineering class has an uneven male to female ratio. I remember one of my friends asking me “what class are you going to” and I responded “computer programming”. She cringed with a disgusted look!

My friend’s reaction opened my eyes. I see my old self in every single girl who believes that she isn’t smart enough, strong enough, or determined enough to engage in the tech field. That is why I have made it my mission to get young girls around the world to embrace and see the potential of programming, to discover their hidden talents, and to believe that all you need to code is the determination and passion to learn.

The movies you love are Made with Code

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 Out coding 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

CS in media: we are what we see

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.

Google Code-in: may the source be with you

Posted by Stephanie Taylor, Open Source Programs

(Cross-posted on the Open Source blog.)

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.

Computer Science tips for parents

Posted by Mo Fong, Director K-12 Education Outreach

(This post originally appeared on the Huffington Post)

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.