Category Archives: Google for Education Blog

The official source for information about Google’s education-related efforts

$13 million dollars in 10 years: CS professional development grants are open

Ten years ago, Jeff Walz, a manager on Google’s University Relations team, had a hunch about widening access to computer science (CS) education for students—he thought that if teachers could train other teachers, who would then train their students, together they could create a ripple effect. After attending a Carnegie Mellon University workshop for high school teachers designed to expose them to the “bigger picture of computer science,” Walz was inspired to create opportunities for teachers to expand their skill set. So he created Google’s first grant program to fund professional development opportunities in computer science for high school teachers.

EDU Grants-2018.jpg — Jeff at CMU celebrating the 10th anniversary of the DARPA Urvan challenge

Over the 10 years since, we’ve provided more than $13 million through our professional development grants program, formerly known as CS4HS, to fund teacher PD in computer science education around the world. Over 50,000 educators in more than 50 countries have benefited from our professional development program, designed to grow their confidence and skillset. This program is just one example of our ongoing commitment to ensure more students have access to computer science education.

And today, grant applications are open to school districts, universities, and other education nonprofits around the world for the 2018-2019 school year. To celebrate the tenth anniversary of the program, we’re expanding to include applications to fund PD programs for primary, secondary, middle school teachers, as well as teachers who are still in school. Grants are available in the United States, Canada, Europe, the Middle East, China, Australia, New Zealand and Africa.

The impact of professional development grants for educators

Here are a few stories of how PD providers have used our funding to support and enable educator impact:

Dr. Lisa Milenkovic, STEM and CS Supervisor for Broward County Public Schools, the sixth-largest school district in the U.S., wanted to boost interest in CS across her district. As a grantee, Milenkovic developed an online PD course to help educators achieve state certification in Florida for teaching CS. The CS certification course and face-to-face mentoring builds CS teaching expertise in the district, increasing the availability of CS classes district-wide. Learn more about Lisa’s PD journey for educators in Broward County Public Schools.

Paul O’Callaghan is a primary school teacher at Lucan Community National School in Dublin, Ireland. To further build his confidence in teaching CS and computational thinking (CT), Paul participated in the CTwins project, a joint initiative of 2016 grantees Trinity College Dublin and Queen’s University Belfast. “It was motivational to be surrounded by like-minded educational professionals and to work collaboratively with people of all ages who were passionate about integrating CT meaningfully into their curricula.” The CTwins workshops encouraged Paul to develop at his school school to integrate CS throughout the entire curriculum for students aged 5 to 12. Paul says that “the potential for CS in our school knows no bounds” thanks to professional learning opportunities for teachers like himself.

Join our online CS seminar to learn more

To learn more about computer science professional development, join us on December 16th for our first-ever online CS seminar, “Building Pathways to Teaching Computer Science.” School districts, universities and community organizations can learn how to create effective PD programs tailored to local needs of educators to integrate CS and CT into their classrooms. Seminar speakers include Maggie Johnson, Vice President of Education and University Programs at Google, Deborah Seehorn, Interim Director of CSTA, and Daniel Moix, K-12 Teacher and K-12 CS Framework & CSTA Standards Writer. You can watch the event live (or the recording) on the Google for Education YouTube Channel.

Source: Education

Teaming up with SocialWorks to bring computer science to Chicago Public Schools

Today, 5th grade students at Adam Clayton Powell Jr. Academy in Chicago got a surprise. It was cool enough that they were doing a coding activity with Chicago Googlers as a part of Computer Science Education Week—but then another Chicago native joined the fun. When Chance The Rapper arrived, there were shouts of excitement and delight, and Chance even gave coding a try.

SocialWorks, a non profit co-founded by Chance, is on a mission to expose youth across the city to programming and to ensure they have the support necessary to reach their full potential—with access to arts, music, and coding as a means to express themselves.

Today’s visit reinforced that computer science is a part of that mission. Shortly after Chance made his coding debut, Alphabet Senior Vice President of Corporate Development, David Drummond, announced that Google.org is donating $1.5 million to to bring computer science education to students in Chicago, with $500,000 going to Chicago Public Schools’ CS4All Initiative and $1 million to SocialWorks.

The grant will help teachers implement computer science and arts curriculum in their classrooms, and it builds on $40 million in Google.org grants that provide opportunities for students underrepresented in computer science to explore the field.

Justin Cunningham, Executive Director of SocialWorks, had this to say about today’s announcement: “Our grant with Google.org helps SocialWorks provide programming that sheds light on another pathway to success for young Chicagoans. While every student doesn't need to become a computer scientist, understanding the basics empowers them to understand the world they live in. The opportunity to help kids code to share their music, artwork, and distinct point of view is at the core of our mission and an experience we look forward to providing in classrooms across the city.”

Justin Steele, Google.org Principal who leads our work in local communities, also weighed in: “We’re honored to support SocialWorks’ mission to help underrepresented students in Chicago reach their full potential, as well as Chicago Public Schools’ efforts to turn computer science into a pathway for creative expression. There’s so much talent and creativity in the communities that these schools serve—and Chance The Rapper embodies what can happen when that creativity is unleashed. With exposure to computer science, students can use technology to turn their creative passions into something bigger.”

I’ve built my own career around computer science. At Google I helped create CS First, video-based lessons that introduce students to computer science and show them coding is a tool that, in the words of the SocialWorks mission, “lets you be you.” As a kid raised in the U.S. Virgin Islands, I didn’t know that I’d one day graduate with a computer science degree and end up at Google. All I knew was that I was fascinated by gadgets, which one day led to learning about the software that made them work on the inside. With the support of Google and SocialWorks, students in Chicago can also find out how their interests are connected to computer science, so that they can use those skills to build the future they imagine.

These kids will always remember the day they met Chance The Rapper. We hope they’ll remember it as the day they discovered an interest in coding, too.

Source: Education

There’s no failure, just opportunity: a teacher’s journey to code

Computer Science Education Week is an annual event to get kids excited about the possibilities of coding. As a part of CSEdWeek this year, we unveiled a new coding activity that lets students create their own Google logo, using block-based coding and video tutorials. Abigail Ramirez, a middle school teacher from Pomona Unified School District, tried out the activity in her computer science classroom, and spoke to us about the activity, as well as the importance of computer science in her students’ lives.

Tell us about how you got started with coding.

When I was in the third grade, my dad bought an old computer (the kind that required giant floppy disks) and challenged my siblings and me to set it up. “Reader Rabbit”—a reading and spelling game that we liked—didn’t work properly, so we had to take out the manual, read the code, fix the code, then fix the game. We didn’t even know we were programming, we just wanted to play on the computer! Fast forward years later, my congregation needed support with our website, so I turned to YouTube and Udacity to learn more. And two months after that, I attended a week-long CS institute at Harvey Mudd College, which is where my CS education officially began.

And now you teach computer science—how did you end up doing that?

I’m probably the least likely CS teacher. I’m originally an English teacher, and have the privilege of teaching at the school that I attended, which happens to be 94 percent Title I (meaning the majority of the kids have free or reduced lunch). Most of my students have college and career dreams, and they’ll be the first in their family to go down that path. While attending the CS Institute at Harvey Mudd, I realized there was so much potential in computer science. It could help build a positive future for kids who can’t see the light at the end of the tunnel, have untapped potential, or simply need access to 21st century skills.

I realized there was so much potential in computer science. It could help build a positive future for kids who can’t see the light at the end of the tunnel.

Eventually, with the support of my administrator, I got the greenlight to pilot a couple of CS classes at my school. Now I teach a class called Middle Years Computer Science, which is where I tried out this year’s CSEdWeek coding activity.

How did the kids react to the coding activity?

When they found out they could design and program their own Google logo, the excitement went through the roof. Both seasoned coders and those who were new to coding came away with a sense of community and purpose. They expressed that their simple logos had the possibility of changing someone's day, putting some joy in someone's heart, inspiring people to act, and creating awareness.

CSEW_1.JPG
CSEW_2.JPG
CSEW_3.JPG

What are some of the most creative approaches that the kids took to completing the activity?

Kids are imaginative and innovative by nature, and when they get access to a creative tool like programming, the sky's the limit. The students created some really heartfelt logos featuring concepts celebrating foster care and adoption using broadcasting codes (this means that letters in the logo will move in some way, based on a command that you give another letter). Others created music videos, complete with Google-themed fidget spinners. Some daring students even created motion-sensor interactive games using their webcam, and experimented with food-shaped logos.

How did the students work together to problem-solve during the activity?

I encourage my students to think of themselves as “lead learners,” meaning each individual has a skill, expertise, or idea to share with their classmates—and when they talk through each other’s ideas, it usually leads to an even better result. Coding gives students the flexibility to see what others are doing and immediately apply it, yet expand on it to increase their own skill. Besides, this shared experience is too awesome to keep to oneself—collaboration is a natural outcome. When something didn’t work in a manner they intended, you could see that students were using persistence and critical thinking to debug the block errors. When they were stuck, they would seek each other out as expert help.

Did this activity change any perceptions of coding the kids had before doing the activity?

Coding can be scary. But if you eliminate the doubt, mix in lots of fun, and allow for collaboration, coding barriers can be debugged. From the start, we established that there is no failure in their code, just an opportunity to increase their coding and debugging abilities. In the end, the students felt a sense of accomplishment from creating a program that sprung from their imagination.

How do the kids envision using computer science in the future? Have you seen their skills progress over time?

A lot of students have decided that’s the field that they want to go into. I get to be their hypemaster—I help keep the momentum going, to inspire them to pursue computer science. I also try to show them how these skills would be used out in the real world. I start each class with a “CS moment,” which is a video clip of a company that uses computer science—video gaming, for example, shows the kids that they could apply CS to things they’re already doing.

How have you noticed that learning about CS has positively impacted your students?

I can see the joy radiate out of them when they’re learning and practicing. A student once said to me, “I can change the world right now, I just need to figure out the source code.” So for me, it’s all about getting them to the next step.

As an English teacher, I gave my kids a voice. As a computer science teacher, I help them create their future.

And they get to decide what it is, and where they’ll go.

Source: Education

It’s Computer Science Education Week, and coding is everywhere

I got into coding through classical music. When I studied it in college, I worked with a researcher who found a way to represent the notation of a large number of musical works digitally. I learned to code by doing various analyses to find patterns that automatically identified specific composers. These programs could distinguish between a Haydn and a Mozart piano sonata, which many musicians can’t even do. Once I saw the power of this skill, I had to learn more! I started taking some computer science (CS) classes, and ended up changing direction entirely from music to CS.

Now, as a VP in Engineering at Google, I work to close the gaps that exist in CS education and access (only 40% of U.S. schools offer CS classes and many kids from underrepresented backgrounds still don’t feel that CS is for them). To combat that, we’ve created programs like CS First and Made With Code that expose kids to computer science and computational thinking at an early age (rather than discovering it later in life like I did), and help them develop those critical skills. And once a year, we rally around Computer Science Education Week, a celebration to inspire students and educators to get excited about where CS can take them (hint: anywhere) and take that first step in learning to code. Since CSEdWeek started back in 2013, we’ve been a proud partner, reaching more than 15 million students and supporting 35,000+ events each year.

Our support continues this year, and we’re doing a lot to celebrate. Today’s homepage features the first-ever interactive coding-themed Doodle for kids, called “Coding for Carrots.” Anyone can try it out by using a simple programming language to solve puzzles. The code continues with an activity from CS First that lets you make your own custom Google logo, or you can try a holiday-themed emoji project from Made with Code.

I hope these activities help kids realize that it’s easy to give coding a try, because so many things in world—from a movie to an amusement park ride—started with code. I wrote about this in a StoryWeaver story called “Coding is Everywhere,” illustrated by my fellow Googler Ma'ayan Rosenzweig. If more kids learned how to code, think about how many cool things we could build!

I found my own passion for coding when I least expected it. This CSEdWeek, try coding for carrots, create your own Google logo or even a holiday emoji. You might discover how exciting coding can be for you.

Source: Education

Introducing AIY Vision Kit: Make devices that see

Earlier this year, we kicked off AIY Projects to help makers experiment with and learn about artificial intelligence. Our first release, AIY Voice Kit, was a huge hit! People built many amazing projects, showing what was possible with voice recognition in maker projects.

Today, we’re excited to announce our latest AIY Project, the Vision Kit. It’s our first project that features on-device neural network acceleration, providing powerful computer vision without a cloud connection.

vision-kit-assembly — AIY Vision Kit's do-it-yourself assembly

What’s in the AIY Vision Kit?

Like AIY Voice Kit (released in May), Vision Kit is a do-it-yourself build. You’ll need to add a Raspberry Pi Zero W, a Raspberry Pi Camera, an SD card and a power supply, which must be purchased separately.

The kit includes a cardboard outer shell, the VisionBonnet circuit board, an RGB arcade-style button, a piezo speaker, a macro/wide lens kit, a tripod mounting nut and other connecting components.

vision-kit-exploded — AIY Vision Kit components

The main component of AIY Vision Kit is the VisionBonnet board for Raspberry Pi. The bonnet features the Intel® Movidius™ MA2450, a low-power vision processing unit capable of running neural network models on-device.

vision-kit-bonnet — AIY Vision Kit's VisionBonnet accessory for Raspberry Pi

The provided software includes three TensorFlow-based neural network models for different vision applications. One based on MobileNets can recognize a thousand common objects, a second can recognize faces and their expressions and the third is a person, cat and dog detector. We've also included a tool to compile models for Vision Kit, so you can train and retrain models with TensorFlow on your workstation or any cloud service.

We also provide a Python API that gives you the ability to change the RGB button colors, adjust the piezo element sounds and access the four GPIO pins.

With all of these features, you can explore many creative builds that use computer vision. For example, you can:

Identify all kinds of plant and animal species
See when your dog is at the back door
See when your car left the driveway
See that your guests are delighted by your holiday decorations
See when your little brother comes into your room (sound the alarm!)

Where can you get it?

AIY Vision Kit will be available in stores in early December. Pre-order your kit today through Micro Center.

** Please note that full assembly requires Raspberry Pi Zero W, Raspberry Pi Camera and a micro SD card, which must be purchased separately.

We're listening

Please let us know how we can improve on future kits and show us what you’re building by using the #AIYProjects hashtag on social media.

We’re excited to see what you build!

Source: Education

Tackling the “homework gap” with the National AfterSchool Association

Editor’s note: We’re providing a $500,000 grant to support the National AfterSchool Association (NAA) as a part of our ongoing commitment to help underserved communities deliver on the promise of educational technology. In this post, Gina Warner, president and CEO of the National AfterSchool Association, describes how we’re helping students access the technology they need to learn and grow beyond classroom walls.

Learning doesn’t stop after the school bell rings. Students actually spend 80 percent of their time outside of a classroom, where they develop essential skills by trying out new hobbies, forming important relationships and completing their schoolwork. But there’s a big issue here: While a majority of teachers increasingly assign homework that requires the internet, millions of students—primarily those from low-income and rural communities—don’t have access at home. This is known as “the homework gap” and it’s causing too many students to fall behind.

We believe that afterschool programs can play a big role in closing this gap, but they often need more support and guidance in order to do so. That’s why we’re so thrilled that Google is stepping up to provide this grant to support the 4 million students our members serve.

The National AfterSchool Association works with the Connecticut AfterSchool Network to support organizations like DOMUS Kids in Stamford, CT, that help young people learn and challenge themselves socially, emotionally, and academically.

For 30 years, the National AfterSchool Association (NAA) has supported more than 520,000 people who are there for students during out-of-school hours: the professionals who keep kids engaged, help them do their homework, and make sure they're safe and supported. Through a new $500,000 grant from Google, we’ll help to make sure that afterschool professionals and their students have access to the technology they need. We're proud to build on the work of Google's Dynamic Learning Project and Grow with Google to provide educators—including those outside of traditional classroom settings—with the skills, trainings and resources they need to help tackle the homework gap.

With Google’s support, we’ve started by commissioning a research review to learn more about how afterschool programs can help close the homework gap. Our initial report, “Empowering Afterschool Professionals for Digital Learning,” found that afterschool programs have the capacity to offer deeper digital learning opportunities. But to fully help young people access and best use technology, our afterschool professionals need guidance, skills and knowledge. Over the upcoming months, with volunteer support from Googlers, we’ll create a toolkit and hands-on trainings for afterschool professionals looking to provide students with access to technology outside of classroom hours. As these are available, these resources will be shared on our NAA site and will be made freely available to the public.

With better support from afterschool professionals, we can't wait to see how our students will develop into digital citizens ready to tackle whatever the future brings.

Source: Education

A look inside 2017 Europe Code Week

Last month, we announced our support of Europe Code Week 2017, an initiative from the European Commission to encourage programming by showing educators, families and young people how to bring ideas to life with code, demystifying these skills and bringing motivated people together to learn. We provided sponsorships to 60 organizations in 33 countries that take creative, interactive and inspiring approaches to get students excited about computer science. And we’re excited that in total, 56,000 students had the chance to gain more exposure to CS as part of these efforts. Here’s a look at a few of the organizations we supported, and the events they held this month:

We’re delighted to have helped these 56,000 students gain more coding experiences in just two weeks, and to collaborate with the European Commission on this successful initiative. See Code Week’s events page to find activities still taking place, and find resources for France, Germany, Ireland, Italy, Poland, Spain, Switzerland and the U.K. For all other countries please visit edu.google.com/cs.

Source: Education

Celebrating Native American Heritage Month

Shekoli (hello)! My Oneida name is Yakohahi, my English name is Olivia, and I am a proud member of the Oneida Nation of Wisconsin, one of the six tribal nations that make up the Haudenosaunee (Iroquois) Confederacy. In Indigenous communities, we often introduce ourselves in this manner, in both English and our traditional tribal languages, to share our connection to people or places. It’s a way to honor, celebrate, and translate our cultures into our daily lives. As a Googler, I’ve been fortunate to find another community to add to my introduction, as a member of the Google American Indian Network, GAIN.

This Native American Heritage Month, I’m excited to share some of our efforts to bring diverse perspectives to our products, so that technology can serve our Native communities.

This month, we worked with the Indian Community School of Milwaukee to show how easy it is to start a computer science program, take learning beyond the walls of the classroom using Expeditions, and share some online safety tips with students.

Outside the classroom, we’re extending our knowledge panel functionality to surface information about tribes in relevant search results. We also put together a set of YouTube playlists with user-based content on Native foods and endangered languages, and in Google Earth’s storytelling platform Voyager, we shared a Harvard Project on American Indian Economic Development, celebrating tribal government success.

Earlier this year, Google Doodles honored Richard Oakes (Mohawk) for his contributions in social justice and education, as well as Susan LaFlesche Picotte (Omaha) for her influence on public health and social reform. New updates to Google Earth and Maps allow you to see and search for Indigenous lands in North and South America. We also continue to collaborate with tribal language communities to create web-based virtual keyboards for their languages. With Google Input Tools, people can now text, email, and search in mobile apps, or create content for websites or blogs in their Native language, helping tribes to preserve their languages online.

As Native American Heritage Month wraps up, we will continue to engage with native communities and provide tools to help everyone tell their stories.

Yaw^ko (thank you)!

Source: Education

Investing £1 million in training for computing teachers in the U.K.

Advancing our students’ understanding of the principles and practices of computing is critical to developing a competitive workforce for the 21st century.

In every field, businesses of all sizes are looking to hire people who understand computing, so we need more students to leave school confident in skills like coding, computational thinking, machine learning and cybersecurity.

The U.K. has already led the way in preparing for this future by making computer science education a part of the school curriculum in 2014. But we know there is more to do to ensure young people in every community have access to world-class computer science education.

A recent report from the Royal Society found that despite the good progress in recent years, only 11 percent of Key Stage 4 pupils take GCSE computer science. The majority of teachers are teaching an unfamiliar school subject without adequate support. These teachers are eager to offer computer science to their students but they need access to subject area training to build their confidence.

The U.K. government’s announcement that they’re investing £100 million for an additional 8,000 computer science teachers supported by a new National Centre for Computing is an encouraging step forward. It builds on the progress that’s been made since computing was added to the curriculum in 2014 by helping to ensure teachers have the specialist training and support they need to educate the next generation of British computer scientists.

We want to continue to play our part too.

Today we're announcing £1 million in grants to support training for secondary school computing teachers in the U.K.

The Google.org grant will allow the Raspberry Pi Foundation, the British Computer Society and the National STEM Learning Centre to deliver free computer science and pedagogy training for thousands of key stage 3 and key stage 4 teachers in England over three years, with a specific focus on disadvantaged areas.

A Raspberry Pi and Google teacher training workshop in Leeds, UK — A Raspberry Pi and Google teacher training workshop in Leeds, U.K.

Through this effort, they will make make online courses and professional development resources available to teachers anywhere, anytime, for free, and deliver free in-person workshops for teachers across the country.

Googlers care deeply about helping to develop our future computer scientists, and many of them will give their time and skills to this program. A team of Google engineers and learning and development specialists will volunteer with Raspberry Pi to ensure that all teachers are able to access the online resources and courses.

This grant is part of Google’s long-standing commitment to computer science education. Through Google.org, we’ve given nearly $40 million to organizations around the globe ensuring that traditionally underrepresented students have access to opportunities to explore computer science.

In the U.K., we also support teacher recruitment and professional development by teaming up with organizations like Teach First and University of Wolverhampton, and we focus on inspiring more children, especially girls and those from disadvantaged areas, to take up computing through Code Club UK after-school clubs.

CS education and computational thinking skills are key to the future, and we’re committed to supporting Raspberry Pi—and other organizations like them—to ensure teachers and young people have the skills they’ll need to succeed.

Source: Education

How Sweden’s Oxievång School helps teachers navigate the journey to the “learning island”

Editor’s note: Google has just completed its first-ever Google for Education Study Tour, bringing nearly 100 educators from 12 countries around Europe to Lund, Sweden, to share ideas on innovating within their systems and creating an environment that embraces innovation.. One of the highlights of the two-day event was a visit to Oxievång School in Malmö, where principal Jenny Nyberg has led their adoption of technology in the classroom. Below, Jenny explains how to support teachers during a period of technology adoption.

When we’re introducing new technology for our classrooms, I tell my teachers to imagine the ultimate goal as an island we all have to swim toward. Some of us are very fast swimmers, and we’ll figure out how to get to the island quickly, and even get around any sharks. Some of us are slow swimmers, and may be hesitant to jump in, but the strong swimmers will show us the way (and how to get around the sharks). Eventually, we all have to jump into the water.

Bringing tech-based personalized learning into the classrooms at Oxievång School was our “island” and we’ve all completed the journey, which was particularly important given that our school, like the city of Malmö itself, is a mix of different people with varying needs. We have immigrant students as well as native Swedes; 40 percent of our students speak Swedish as their second language. But all students can become strong learners when teachers discover what motivates and excites them. When we adopted G Suite for education, our “fast-swimmer” teachers showed their colleagues how they could now customize learning for each and every student.

Oxievång School_Jenny.png — Jenny Nyberg during school visit

As school leaders, my vice principals and I served as role models for using G Suite— not just for teaching, but for making our jobs easier too. We showed teachers how to use Google Sites to store information we needed every day, like staff policies and forms. We walked teachers through the Google Docs tools that allow them to comment on student work immediately rather than waiting to receive homework from students, and giving feedback much later. When teachers saw this in action, they understood how adopting G Suite was going to make a big difference for their teaching effectiveness and their productivity.

If you want teachers to become enthusiastic about using new technology, they need to be confident in their use of the new technology. For this, you have to give them support. So we hired a digital learning educator who works exclusively with teachers to help them build up their technology skills. Every teacher receives a personalized development plan with a list of resources for training.

Our students have become more engaged in their coursework as teachers have become better at using Google technology to personalize learning. If students are curious about a subject, they can use their Chromebooks and G Suite tools to further explore the topic on their own. They also interact with teachers more often, even using Hangouts to meet with teachers outside of the classroom. As teachers become more confident, their enthusiasm spreads to the students.

Oxievång School_students.png — One of the stations included students demonstrating robots they programmed with their Chromebooks

Once we give teachers basic training, we keep supporting them so that the transformation spreads throughout the school. When they need extra help with using G Suite, teachers know where to find it: they can schedule a meeting with the digital learning educator. We have team leaders across grades and subjects who help teachers’ follow their development plans. Once a month, we all meet at school sessions called “skrytbyt,” which roughly translates as “boost exchange.” In these sessions teachers trade stories about lessons that went well and ask for advice about how to improve lessons they find challenging. Sharing knowledge is a great way to build confidence.

As leaders in education, we have to be honest with teachers and acknowledge that change isn’t easy, but assure them that we’re here for them. Teachers worry that students know more about technology than they do—students are the digital natives, while teachers are the digital immigrants. We constantly remind teachers that they can find inspiration in each other and in their students’ knowledge, so that we all make it to the island together.

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Category Archives: Google for Education Blog

$13 million dollars in 10 years: CS professional development grants are open

The impact of professional development grants for educators

Join our online CS seminar to learn more

Source: Education

Teaming up with SocialWorks to bring computer science to Chicago Public Schools

Source: Education

There’s no failure, just opportunity: a teacher’s journey to code

Tell us about how you got started with coding.

And now you teach computer science—how did you end up doing that?

How did the kids react to the coding activity?

What are some of the most creative approaches that the kids took to completing the activity?

How did the students work together to problem-solve during the activity?

Did this activity change any perceptions of coding the kids had before doing the activity?

How do the kids envision using computer science in the future? Have you seen their skills progress over time?

How have you noticed that learning about CS has positively impacted your students?

Source: Education

It’s Computer Science Education Week, and coding is everywhere

Source: Education

Introducing AIY Vision Kit: Make devices that see

What’s in the AIY Vision Kit?

Where can you get it?

We're listening

Source: Education

Tackling the “homework gap” with the National AfterSchool Association

Source: Education

A look inside 2017 Europe Code Week

Source: Education

Celebrating Native American Heritage Month

Source: Education

Investing £1 million in training for computing teachers in the U.K.

Source: Education

How Sweden’s Oxievång School helps teachers navigate the journey to the “learning island”

Source: Education