A delightful way to teach kids about computers
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0:01 - 0:05Code is the next universal language.
-
0:05 - 0:09In the seventies, it was punk music
that drove the whole generation. -
0:09 - 0:11In the eighties, it was probably money.
-
0:11 - 0:14But for my generation of people,
-
0:14 - 0:19software is the interface
to our imagination and our world. -
0:19 - 0:20And that means that we need
-
0:20 - 0:24a radically, radically
more diverse set of people -
0:24 - 0:25to build those products,
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0:25 - 0:30to not see computers as mechanical
and lonely and boring and magic, -
0:30 - 0:32to see them as things
that they can tinker -
0:32 - 0:35and turn around and twist,
and so forth. -
0:36 - 0:39My personal journey into the world
of programming and technology -
0:40 - 0:42started at the tender age of 14.
-
0:43 - 0:47I had this mad teenage crush
on an older man, -
0:47 - 0:49and the older man in question
just happened to be -
0:49 - 0:53the then Vice President
of the United States, Mr. Al Gore. -
0:53 - 0:56And I did what every single
teenage girl would want to do. -
0:57 - 0:59I wanted to somehow
express all of this love, -
0:59 - 1:01so I built him a website, it's over here.
-
1:01 - 1:04And in 2001, there was no Tumblr,
-
1:04 - 1:07there was no Facebook,
there was no Pinterest. -
1:07 - 1:09So I needed to learn to code
-
1:09 - 1:12in order to express
all of this longing and loving. -
1:12 - 1:14And that is how programming
started for me. -
1:15 - 1:17It started as a means of self-expression.
-
1:17 - 1:21Just like when I was smaller,
I would use crayons and legos. -
1:21 - 1:25And when I was older, I would use
guitar lessons and theater plays. -
1:26 - 1:29But then, there were other things
to get excited about, -
1:29 - 1:31like poetry and knitting socks
-
1:31 - 1:35and conjugating French irregular verbs
-
1:35 - 1:37and coming up with make-believe worlds
-
1:37 - 1:40and Bertrand Russell and his philosophy.
-
1:40 - 1:42And I started to be one of those people
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1:42 - 1:45who felt that computers
are boring and technical and lonely. -
1:46 - 1:48Here's what I think today.
-
1:48 - 1:52Little girls don't know that they
are not supposed to like computers. -
1:52 - 1:53Little girls are amazing.
-
1:53 - 1:57They are really, really good
at concentrating on things -
1:57 - 2:01and being exact and they ask
amazing questions like, -
2:01 - 2:03"What?" and "Why?"
and "How?" and "What if?" -
2:03 - 2:07And they don't know that they
are not supposed to like computers. -
2:08 - 2:10It's the parents who do.
-
2:10 - 2:11It's us parents who feel
-
2:11 - 2:16like computer science
is this esoteric, weird science discipline -
2:16 - 2:20that only belongs to the mystery makers.
-
2:20 - 2:23That it's almost as far removed
from everyday life -
2:23 - 2:25as, say, nuclear physics.
-
2:25 - 2:28And they are partly right about that.
-
2:28 - 2:31There's a lot of syntax
and controls and data structures -
2:31 - 2:34and algorithms and practices,
-
2:34 - 2:36protocols and paradigms in programming.
-
2:36 - 2:41And we as a community,
we've made computers smaller and smaller. -
2:41 - 2:45We've built layers and layers
of abstraction on top of each other -
2:45 - 2:47between the man and the machine
-
2:47 - 2:50to the point that we no longer
have any idea how computers work -
2:50 - 2:52or how to talk to them.
-
2:52 - 2:55And we do teach our kids
how the human body works, -
2:55 - 2:58we teach them how
the combustion engine functions -
2:58 - 3:01and we even tell them
that if you want to really be an astronaut -
3:01 - 3:03you can become one.
-
3:03 - 3:05But when the kid comes to us and asks,
-
3:05 - 3:08"So, what is a bubble sort algorithm?"
-
3:08 - 3:12Or, "How does the computer know
what happens when I press 'play,' -
3:12 - 3:14how does it know which video to show?"
-
3:14 - 3:17Or, "Linda, is Internet a place?"
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3:17 - 3:19We adults, we grow oddly silent.
-
3:20 - 3:23"It's magic," some of us say.
-
3:23 - 3:26"It's too complicated," the others say.
-
3:27 - 3:28Well, it's neither.
-
3:28 - 3:31It's not magic and it's not complicated.
-
3:31 - 3:34It all just happened
really, really, really fast. -
3:34 - 3:37Computer scientists built
these amazing, beautiful machines, -
3:37 - 3:40but they made them
very, very foreign to us, -
3:40 - 3:42and also the language we speak
to the computers -
3:42 - 3:45so that we don't know
how to speak to the computers anymore -
3:45 - 3:47without our fancy user interfaces.
-
3:47 - 3:49And that's why no one recognized
-
3:49 - 3:52that when I was conjugating
French irregular verbs, -
3:52 - 3:55I was actually practicing
my pattern recognition skills. -
3:55 - 3:57And when I was excited about knitting,
-
3:57 - 4:01I actually was following
a sequence of symbolic commands -
4:01 - 4:03that included loops inside of them.
-
4:03 - 4:05And that Bertrand Russell's lifelong quest
-
4:05 - 4:09to find an exact language
between English and mathematics -
4:09 - 4:11found its home inside of a computer.
-
4:12 - 4:14I was a programmer, but no one knew it.
-
4:15 - 4:20The kids of today, they tap, swipe
and pinch their way through the world. -
4:20 - 4:23But unless we give them tools
to build with computers, -
4:23 - 4:27we are raising only consumers
instead of creators. -
4:27 - 4:29This whole quest
led me to this little girl. -
4:29 - 4:32Her name is Ruby, she is six years old.
-
4:32 - 4:36She is completely fearless,
imaginative and a little bit bossy. -
4:36 - 4:38And every time
I would run into a problem -
4:38 - 4:41in trying to teach
myself programming like, -
4:41 - 4:45"What is object-oriented design
or what is garbage collection?", -
4:45 - 4:49I would try to imagine how a six-year-old
little girl would explain the problem. -
4:49 - 4:52And I wrote a book about her
and I illustrated it -
4:52 - 4:54and the things
Ruby taught me go like this. -
4:54 - 4:57Ruby taught me that you're
not supposed to be afraid -
4:57 - 4:58of the bugs under your bed.
-
4:58 - 5:00And even the biggest of the problems
-
5:00 - 5:04are a group of tiny problems
stuck together. -
5:04 - 5:06And Ruby also introduced
me to her friends, -
5:06 - 5:09the colorful side of the Internet culture.
-
5:09 - 5:11She has friends like the Snow Leopard,
-
5:11 - 5:14who is beautiful but doesn't want
to play with the other kids. -
5:14 - 5:19And she has friends like the green robots
that are really friendly but super messy. -
5:19 - 5:21And she has friends like Linux the penguin
-
5:21 - 5:25who's really ruthlessly efficient,
but somewhat hard to understand. -
5:25 - 5:27And idealistic foxes, and so on.
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5:28 - 5:32In Ruby's world, you learn
technology through play. -
5:32 - 5:35And, for instance, computers
are really good at repeating stuff, -
5:35 - 5:38so the way Ruby would teach
loops goes like this. -
5:38 - 5:41This is Ruby's favorite dance move,
it goes, "Clap, clap, stomp, stomp -
5:41 - 5:43clap, clap and jump."
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5:43 - 5:47And you learn counter loops
by repeating that four times. -
5:47 - 5:49And you learn while loops
by repeating that sequence -
5:50 - 5:51while I'm standing on one leg.
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5:51 - 5:55And you learn until loops
by repeating that sequence -
5:55 - 5:57until mom gets really mad.
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5:57 - 5:58(Laughter)
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5:58 - 6:01And most of all, you learn
that there are no ready answers. -
6:02 - 6:05When coming up with the curriculum
for Ruby's world, -
6:05 - 6:08I needed to really ask the kids
how they see the world -
6:08 - 6:10and what kind of questions they have
-
6:10 - 6:13and I would organize
play testing sessions. -
6:13 - 6:16I would start by showing the kids
these four pictures. -
6:16 - 6:19I would show them a picture of a car,
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6:19 - 6:21a grocery store, a dog and a toilet.
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6:21 - 6:25And I would ask, "Which one of these
do you think is a computer?" -
6:25 - 6:28And the kids would be
very conservative and go, -
6:28 - 6:30"None of these is a computer.
-
6:30 - 6:32I know what a computer is:
-
6:32 - 6:33it's that glowing box
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6:33 - 6:37in front of which mom or dad
spends way too much time." -
6:37 - 6:38But then we would talk
-
6:38 - 6:41and we would discover
that actually, a car is a computer, -
6:41 - 6:43it has a navigation system inside of it.
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6:43 - 6:46And a dog -- a dog
might not be a computer, -
6:46 - 6:47but it has a collar
-
6:48 - 6:50and the collar might have
a computer inside of it. -
6:50 - 6:54And grocery stores, they have
so many different kinds of computers, -
6:54 - 6:57like the cashier system
and the burglar alarms. -
6:57 - 6:58And kids, you know what?
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6:58 - 7:01In Japan, toilets are computers
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7:01 - 7:03and there's even hackers who hack them.
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7:03 - 7:05(Laughter)
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7:05 - 7:06And we go further
-
7:06 - 7:09and I give them these little stickers
with an on/off button on them. -
7:09 - 7:13And I tell the kids,
"Today you have this magic ability -
7:13 - 7:16to make anything in this room
into a computer." -
7:16 - 7:18And again, the kids go,
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7:18 - 7:21"Sounds really hard,
I don't know the right answer for this." -
7:21 - 7:22But I tell them, "Don't worry,
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7:22 - 7:25your parents don't know
the right answer, either. -
7:25 - 7:27They've just started
to hear about this thing -
7:27 - 7:29called The Internet of Things.
-
7:29 - 7:31But you kids,
you are going to be the ones -
7:31 - 7:36who are really going to live up in a world
where everything is a computer." -
7:36 - 7:38And then I had this little girl
who came to me -
7:38 - 7:39and took a bicycle lamp
-
7:39 - 7:44and she said, "This bicycle lamp,
if it were a computer, -
7:44 - 7:46it would change colors."
-
7:46 - 7:49And I said, "That's a really good idea,
what else could it do?" -
7:49 - 7:50And she thinks and she thinks,
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7:50 - 7:54and she goes, "If this bicycle lamp
were a computer, -
7:55 - 7:57we could go on a biking trip
with my father -
7:57 - 7:59and we would sleep in a tent
-
7:59 - 8:03and this biking lamp
could also be a movie projector." -
8:04 - 8:06And that's the moment I'm looking for,
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8:06 - 8:08the moment when the kid realizes
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8:08 - 8:10that the world
is definitely not ready yet, -
8:10 - 8:13that a really awesome way
of making the world more ready -
8:13 - 8:16is by building technology
-
8:16 - 8:18and that each one of us
can be a part of that change. -
8:19 - 8:22Final story, we also built a computer.
-
8:22 - 8:27And we got to know the bossy CPU
and the helpful RAM and ROM -
8:27 - 8:28that help it remember things.
-
8:28 - 8:31And after we've assembled
our computer together, -
8:31 - 8:34we also design an application for it.
-
8:34 - 8:36And my favorite story is this little boy,
-
8:36 - 8:37he's six years old
-
8:37 - 8:41and his favorite thing in the world
is to be an astronaut. -
8:41 - 8:43And the boy, he has
these huge headphones on -
8:43 - 8:47and he's completely immersed
in his tiny paper computer -
8:47 - 8:49because you see, he's built his own
-
8:49 - 8:53intergalactic planetary
navigation application. -
8:53 - 8:56And his father, the lone astronaut
in the Martian orbit, -
8:56 - 8:58is on the other side of the room
-
8:58 - 9:00and the boy's important mission
-
9:00 - 9:03is to bring the father
safely back to earth. -
9:04 - 9:07And these kids are going to have
a profoundly different view of the world -
9:07 - 9:10and the way we build it with technology.
-
9:11 - 9:15Finally, the more approachable,
the more inclusive, -
9:15 - 9:18and the more diverse
we make the world of technology, -
9:18 - 9:22the more colorful and better
the world will look like. -
9:22 - 9:25So, imagine with me, for a moment,
-
9:25 - 9:27a world where the stories we tell
-
9:27 - 9:30about how things get made
don't only include -
9:30 - 9:33the twentysomething-year-old
Silicon Valley boys, -
9:33 - 9:37but also Kenyan schoolgirls
and Norwegian librarians. -
9:38 - 9:42Imagine a world where
the little Ada Lovelaces of tomorrow, -
9:42 - 9:45who live in a permanent
reality of 1s and 0s, -
9:45 - 9:50they grow up to be very optimistic
and brave about technology. -
9:50 - 9:53They embrace the powers
and the opportunities -
9:54 - 9:55and the limitations of the world.
-
9:56 - 10:00A world of technology
that is wonderful, whimsical -
10:00 - 10:01and a tiny bit weird.
-
10:03 - 10:05When I was a girl,
-
10:05 - 10:07I wanted to be a storyteller.
-
10:07 - 10:08I loved make-believe worlds
-
10:08 - 10:10and my favorite thing to do
-
10:10 - 10:14was to wake up in the mornings
in Moominvalley. -
10:14 - 10:17In the afternoons,
I would roam around the Tatooines. -
10:17 - 10:20And in the evenings,
I would go to sleep in Narnia. -
10:21 - 10:25And programming turned out
to be the perfect profession for me. -
10:26 - 10:28I still create worlds.
-
10:28 - 10:31Instead of stories, I do them with code.
-
10:32 - 10:35Programming gives me this amazing power
-
10:35 - 10:37to build my whole little universe
-
10:37 - 10:41with its own rules
and paradigms and practices. -
10:42 - 10:46Create something out of nothing
with the pure power of logic. -
10:47 - 10:48Thank you.
-
10:48 - 10:51(Applause)
- Title:
- A delightful way to teach kids about computers
- Speaker:
- Linda Liukas
- Description:
-
Computer code is the next universal language, and its syntax will be limited only by the imaginations of the next generation of programmers. Linda Liukas is helping to educate problem-solving kids, encouraging them to see computers not as mechanical, boring and complicated but as colorful, expressive machines meant to be tinkered with. In this talk, she invites us to imagine a world where the Ada Lovelaces of tomorrow grow up to be optimistic and brave about technology and use it to create a new world that is wonderful, whimsical and a tiny bit weird.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 11:03
Brian Greene edited English subtitles for A delightful way to teach kids about computers | ||
Brian Greene edited English subtitles for A delightful way to teach kids about computers | ||
Brian Greene edited English subtitles for A delightful way to teach kids about computers | ||
Brian Greene approved English subtitles for A delightful way to teach kids about computers | ||
Brian Greene edited English subtitles for A delightful way to teach kids about computers | ||
Brian Greene edited English subtitles for A delightful way to teach kids about computers | ||
Brian Greene edited English subtitles for A delightful way to teach kids about computers | ||
Joanna Pietrulewicz accepted English subtitles for A delightful way to teach kids about computers |