Posted by Zach Yeskel, Product Manager 

We announced a developer preview of the Classroom API in June, and more than a thousand developers and schools have opted-in to use it. Today, we’re ending the developer preview, so all developers can develop with the API. The end of the preview also means that all Google Apps for Education users can authorize third-party applications to access their Classroom data, unless their admin decides to restrict access in the Admin Console. Admins can also restrict API access at the organization unit level.

In addition, the Classroom API is now supported in Apps Script, which lets anyone write custom scripts or publish add-ons for Docs, Sheets, and Forms. Check out the Quick Start to learn more. And if you want more information about the API, check out our help center, the developer documentation, or watch this video for a high-level overview of the API and share button.
Use the #withclassroom hashtag on Twitter or G+ to let us know if you’re integrating with the API. Google Apps administrators, feel free to contact support with any questions, and developers, you can use Stack Overflow to post technical issues, using the tag google-classroom.

As always, we look forward to hearing your feedback to ensure we’re addressing your top needs.

Posted by Andrea Cohan, Google Science Fair Program Manager

(Cross-posted on the Google for Work, Student and Research blogs)

Sometimes the biggest discoveries are made by the youngest scientists. They’re curious and not afraid to ask, and it’s this spirit of exploration that leads them to try, and then try again. Thousands of these inquisitive young minds from around the world submitted projects for this year’s Google Science Fair, and today we’re thrilled to announce the 20 Global Finalists whose bright ideas could change the world.

From purifying water with corn cobs to transporting Ebola antibodies through silk; extracting water from air or quickly transporting vaccines to areas in need, these students have all tried inventive, unconventional things to help solve challenges they see around them. And did we mention that they’re all 18 or younger?

We’ll be highlighting each of the impressive 20 finalist projects over the next 20 days in the Spotlight on a Young Scientist series on the Google for Education blog to share more about these inspirational young people and what inspires them.

Then on September 21st, these students will join us in Mountain View to present their projects to a panel of notable international scientists and scholars, eligible for a $50,000 scholarship and other incredible prizes from our partners at LEGO Education, National Geographic, Scientific American and Virgin Galactic.

Congratulations to our finalists and everyone who submitted projects for this year’s Science Fair. Thank you for being curious and brave enough to try to change the world through science.

Posted by Sepi Hejazi Moghadam, K-12 Education Program Manager

We might be biased, but to us, introducing kids to the wonders of Computer Science (CS) is increasingly important—especially for those who have historically been underrepresented in the field. CS is much more than computer programming and coding— it’s a gateway to creativity and innovation not just in technology but in fields as diverse as music, sports, the arts, and health.

But as Maggie Johnson notes in her recent post on The Computer Science Pipeline and Diversity, with only 16,000 CS undergraduates per year in the US, we’re a long way off from being able to fill the growing number of jobs in computing technology. To fix this gap, we need many more students engaging in the power of CS, especially girls and minorities. And, as our research has shown, encouragement and exposure have a direct impact on a child's interest in pursuing CS education, especially girls. But with many schools lacking CS courses, how can we help students access CS learning opportunities?

In the spirit of increasing awareness, access, and lifelong CS learning, we have a number of teams here at Google working to build CS education technology and programs for students, parents, and educators. Our collective efforts have led to many different initiatives, which is why we have launched a new gateway for all of our CS education opportunities. With this site, we hope to equip you with learning programs and opportunities, and arm you with our research about the various ways you can increase students’ exposure to CS education.

Once you’ve made your way to the learning opportunities page, filters allow you to easily sort for the most relevant information according to age or regions -- whether it’s coding projects, summer programs, or funding. You can explore the many “learn to code” resources, including CS First, Blockly Games, and Pencil Code, and annual student competitions and programs, including Code Jam, Computer Science Summer Institute, and Code-In, for students of all ages and backgrounds. For example, perhaps you’re looking for an easy-to-use intro to coding opportunity for music-loving 5th graders. You should check out Pencil Code, which is a coding laboratory using drawing, music, and creative fiction to help students progress from block coding to text. It’s learning opportunities like this that allow students to create and not just consume technology.

We hope you find having this resource at your fingertips will provide inspiration, fun and practical ways to engage as you begin and continue your journey into CS! We encourage you to explore and to let us know what you think. Join the conversation with #googlecsedu.

Posted by Chris Stephenson, Head of Computer Science Education Programs/span>

Editor's note: Ensuring the appropriateness, value, and impact of our efforts in the computer science education space first requires an understanding of the issues which broadly impact the discipline, its practitioners and its students. This article is part of our ongoing effort to explore those issues and share our learnings along the way.

A new research report published by the Computer Science Teachers Association (CSTA) — and funded by Google — highlights the need for valid and reliable sources of assessment to measure student learning in computer science education.

Sowing the Seeds of Assessment Literacy in Secondary Computer Science Education details the results of a landscape study aimed at determining the challenges U.S. high school teachers face when examining student understanding of computing concepts and identifying current models for computer science (CS) assessment. The study was conducted over twelve months by the CSTA Assessment Task Force chaired by Aman Yadav, Associate Professor of Educational Psychology and Educational Technology at Michigan State University. It involved in-depth interviews with U.S. computer science practitioners with a wide range of teaching experience.

The study concluded that while computer science teachers use a variety of formative and summative assessment techniques and rely on an assortment of sources (test banks, colleagues, even their own undergraduate CS courses), they face a number of challenges finding valid and reliable assessments to use in their classrooms. It also highlighted the potential for variability in how students approach and develop algorithms as one factor that makes assessment especially challenging and time-consuming. 

The report calls upon the computer science education community to assist in the development of more and better assessment tools and strategies and suggests the following next steps: 

• Develop valid and reliable assessments aligned to the CSTA K–12 Computer Science Standards. 
• Develop valid and reliable formative and summative assessments for programming languages beyond Java, such as Python, C#, etc. 
• Develop an online repository of assessment items for K–12 computer science teachers.
• Develop a community of practice surrounding the use of assessment in computer science classrooms. 
• Design and deliver professional development to increase K–12 computer science teachers’ assessment literacy. 

Yadav says he hopes that this study will focus the computer science education community’s attention on the importance of valid assessment of student learning and the pressing need for better and more computer science assessment tools and strategies.

Posted by Posted by Jaime Casap, Chief Education Evangelist, Google

(Cross-posted on the Google for Work Blog.)

Editor’s Note: Today we hear from our Chief Education Evangelist, Jaime Casap, who spoke at First Lady Michelle Obama’s 2015 “Beating the Odds” Summit. The event welcomed more than 130 college-bound students from across the country and focused on sharing tools and strategies to help more students successfully transition to college and complete the next level of their education.

Last week I had the honor of sharing my story with over 130 college-bound students at First Lady Michelle Obama’s "Beating the Odds" Summit — part of her Reach Higher initiative. These students came from across the country and different backgrounds. They included urban, rural, foster, homeless, special needs and underrepresented youth, all of whom have overcome substantial barriers to make it to college.

In my daily job I get to work with a group of people focused on building technology and programs that can help support teachers, who help empower their students to be lifelong learners. I believe education has the power to rid poverty and change the destiny of a family in just one generation. Reach Higher has the same mission: to invest in our students and help them get the education they need to thrive.

This mission is also deeply personal for me. I was raised in Hell’s Kitchen, New York by a single mother who came to America from Argentina. On my first day of school, I didn’t speak English. I grew up fast and watched my elementary school friends turn into addicts and criminals. When I looked for a road out, I saw only dead ends, until I realized education was a road out. But it wasn’t easy: everything around me shrieked, “you won’t make it; you aren’t meant to succeed.”

I realize now that the negative voices are always there; you have to push them down. With the help of my teachers, I graduated from high school and committed to going to college. There were many times when I felt like I didn’t belong — at that time the college graduation rate for Latinos was around five percent — but I graduated with a double major, packed up my stuff and drove across the country to pursue a Master of Public Policy degree. The only way I did it was by convincing myself to prove the naysayers wrong.

Education didn’t just change my life, it changed my family, too. I now have three kids, and my eldest daughter graduated from college last month. I never had a conversation with her about college, she just assumed she was and should go to college. My 14-year-old wants to build a college curriculum for himself focused on game design. My kids don’t face the barriers I did; they see no obstacles in their way.

This is to say that I believe in what the First Lady is trying to accomplish with Reach Higher. Students must go beyond high school graduation — whether that’s a four-year college, community college or a technical/certification program. One reason this is essential is because today’s high-school-only graduates earn just 62 percent of what their college-graduate peers earn. We need to prepare all our students, especially our most vulnerable students, for their future and help them reach high.

Often we ask our students the wrong question: “What do you want to be when you grow up.” Instead, we should ask “What problem do you want to solve?” We should empower students to take ownership of their learning. As much as I want students to be college and career ready, I also want them to be curious lifelong learners ready to tackle the world’s problems.

For millions of students, “reaching higher” means beating the odds with a lot of hard work, a healthy disrespect for the impossible, and some luck. It means ignoring self-doubt and proving the haters wrong. It means being proud of the experiences that define you — they will be a competitive advantage some day. It means believing in education and believing in yourself, then sharing your story with the world.

See recorded coverage of the event.

Posted by Chris Stephenson, Head of Computer Science Education Programs

(Cross-posted on the Google Research Blog.)

There is a tremendous focus on computer science education in K-12. Educators, policy makers, the non-profit sector and industry are sharing a common message about the benefits of computer science knowledge and the opportunities it provides. In this wider effort to improve access to computer science education, one of the challenges we face is how to ensure that there is a pipeline of computer science teachers to meet the growing demand for this expertise in schools.

In 2013 the Computer Science Teachers Association (CSTA) released Bugs in the System: Computer Science Teacher Certification in the U.S. Based on 18 months of intensive Google-funded research, this report characterized the current state of teacher certification as being rife with “bugs in the system” that prevent it from functioning as intended. Examples of current challenges included states where someone with no knowledge of computer science can teach it, states where the requirements for teacher certification are impossible to meet, and states where certification administrators are confused about what computer science is. The report also demonstrated that this is actually a circular problem - States are hesitant to require certification when they have no programs to train the teachers, and teacher training programs are hesitant to create programs for which there is no clear certification pathway.

Addressing the issues with the current teacher preparation and certification system is a complex challenge and it requires the commitment of the entire computer science community. Fortunately, some of this work is already underway. CSTA’s report provides a set of recommendations aimed at addressing these issues. Educators, advocates, and policymakers are also beginning to examine their systems and how to reform them.

Google is also exploring how we might help. We convened a group of teacher preparation faculty, researchers, and administrators from across the country to brainstorm how we might work with teacher preparation programs to support the inclusion of computational thinking into teacher preparation programs. As a result of this meeting, Dr. Aman Yadav, Professor of Educational Psychology and Educational Technology at Michigan State University, is now working on two research articles aimed at helping teacher preparation program leaders better understand what computational thinking is, and how it supports learning across multiple disciplines.

Google will also be launching a new online course called Computational Thinking for Educators. In this free course, educators working with students between the ages of 13 and 18 will learn how incorporating computational thinking can enhance and enrich learning in diverse academic disciplines and can help boost students’ confidence when dealing with ambiguous, complex or open-ended problems. The course will run from July 15 to September 30, 2015.

These kind of community partnerships are one way that Google can contribute to practitioner-centered solutions and help further the computer science education community’s efforts to help everyone understand that computer science is a deeply important academic discipline that deserves a place in the K-12 canon and well-prepared teachers to share this knowledge with students.

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

(Cross-posted on the Google Research Blog.)

Over the last few years, successful marketing campaigns such as Hour of Code and Made with Code have helped K12 students become increasingly aware of the power and relevance of computer programming across all fields. In addition, there has been growth in developer bootcamps, online “learn to code” programs (code.org, CS First, Khan Academy, Codecademy, Blockly Games, etc.), and non-profits focused specifically on girls and underrepresented minorities (URMs) (Technovation, Girls who Code, Black Girls Code, #YesWeCode, etc.).

This is good news, as we need many more computing professionals than are currently graduating from Computer Science (CS) and Information Technology (IT) programs. There is evidence that students are starting to respond positively too, given undergraduate departments are experiencing capacity issues in accommodating all the students who want to study CS.

Most educators agree that basic application and internet skills (typing, word processing, spreadsheets, web literacy and safety, etc.) are fundamental, and thus, “digital literacy” is a part of K12 curriculum. But is coding now a fundamental literacy, like reading or writing, that all K12 students need to learn as well?

In order to gain a deeper understanding of the devices and applications they use everyday, it’s important for all students to try coding. In doing so, this also has the positive effect of inspiring more potential future programmers. Furthermore, there are a set of relevant skills, often consolidated as “computational thinking”, that are becoming more important for all students, given the growth in the use of computers, algorithms and data in many fields. These include:

• Abstraction, which is the replacement of a complex real-world situation with a simple model within which we can solve problems. CS is the science of abstraction: creating the right model for a problem, representing it in a computer, and then devising appropriate automated techniques to solve the problem within the model. A spreadsheet is an abstraction of an accountant’s worksheet; a word processor is an abstraction of a typewriter; a game like Civilization is an abstraction of history.
• An algorithm is a procedure for solving a problem in a finite number of steps that can involve repetition of operations, or branching to one set of operations or another based on a condition. Being able to represent a problem-solving process as an algorithm is becoming increasingly important in any field that uses computing as a primary tool (business, economics, statistics, medicine, engineering, etc.). Success in these fields requires algorithm design skills.
• As computers become essential in a particular field, more domain-specific data is collected, analyzed and used to make decisions. Students need to understand how to find the data; how to collect it appropriately and with respect to privacy considerations; how much data is needed for a particular problem; how to remove noise from data; what techniques are most appropriate for analysis; how to use an analysis to make a decision; etc. Such data skills are already required in many fields.

These computational thinking skills are becoming more important as computers, algorithms and data become ubiquitous. Coding will also become more common, particularly with the growth in the use of visual programming languages, like Blockly, that remove the need to learn programming language syntax, and via custom blocks, can be used as an abstraction for many different applications.

One way to represent these different skill sets and the students who need them is as follows:

All students need digital literacy, many need computational thinking depending on their career choice, and some will actually do the software development in high-tech companies, IT departments, or other specialized areas. I don’t believe all kids should learn to code seriously, but all kids should try it via programs like code.org, CS First or Khan Academy. This gives students a good introduction to computational thinking and coding, and provides them with a basis for making an informed decision on whether CS or IT is something they wish to pursue as a career.