Posted by David Quaid, Software Engineer (and space enthusiast)

55 years ago today President John F. Kennedy said:

“I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth.” 

Sure enough, we met that goal in 1969 when the Apollo 11 crew landed on the moon, just a few months before the decade ended.

Space travel still thrills us, even now that we’re several decades beyond watching astronauts on black-and-white TVs. Earlier this year, NASA astronaut Scott Kelly and Russian cosmonaut Mikhail Kornienko returned from a year-long mission on the International Space Station, studying the impact of extended space voyages on astronauts’ bodies and minds. We watched Kelly juggle fruit in weightlessness and asked him questions about space travel during a Reddit “Ask Me Anything” session.

Today’s teachers and students are fortunate in that we can share the space experience a bit more closely with our astronauts. Kids everywhere, and plenty of grownups, can get a better sense of what it must be like to live in weightlessness, primarily eat only vacuum-packed meals, and look out at the stars and Planet Earth every day. This is the idea behind our newest Expedition, created with NASA, which brings the International Space Station right into the classroom.

A view of the Expedition from the teacher's tablet

The new tour gives teachers and kids a view into the crew’s living quarters and the challenges they have doing everyday things. For example, teachers and students can see how space station residents use bungee cords to hold down plates and silverware so they don’t float away mid-bite, and how they anchor themselves to the tables or walls with special footholds so they don’t drift off either. In the Expedition, students can also see where scientists grow red lettuce and other crops. This enables NASA to study how vegetables grow in space — which will help provide nutritious and delicious food for future astronauts who will stay in space for longer and longer missions -- as much as three years for a roundtrip to Mars!

To celebrate the anniversary of President Kennedy’s historic call to action, this week we’re introducing the new Expedition to some of the schools taking part in the Expeditions Pioneer program. We’re also showing off the tour at special screenings of the new awe-inspiring IMAX® 3D film, “A Beautiful Planet,” produced and directed by celebrated filmmaker Toni Myers and narrated by Jennifer Lawrence, the star of The Hunger Games films, and featuring breathtaking images of Earth, shot by astronauts aboard the International Space Station.

The London special screening of the new awe-inspiring IMAX® 3D film, "A Beautiful Planet"

“A Beautiful Planet” and the Expeditions tour make a perfect double-feature: stunning views of Earth and the stars from outside the space station, and a view into daily life of astronauts from inside. Teaching the wonders of space is a time-honored way to encourage students to explore their world. Seeing the International Space Station up close can inspire the next generation of astronauts, scientists, or simply lovers of discovery, and bring the world of space exploration to everyone.

Posted by Chris DiBona, Director, Making & Science and Open Source

We believe that anyone can be a maker. Making doesn't just mean coding or working with electronics. It can be building or cooking, fixing a broken salad spinner or re-sewing a button on a teddy bear. Making is about looking at the world around you and creating - or, you guessed it, making - ways to improve it.

Science is also fundamentally about improving the world around you. It’s not just memorizing facts, wearing a lab coat or listening to a lecture. It’s observing the world around us to figure out how it works and how we can make things better through experimentation and discovery.

To bring out that inner scientist in all of us, today we’re introducing Science Journal: a digital science notebook that helps kids (and adults!) measure and explore the world around them. With this app, you can record data from sensors on your Android phone (or connected via an Arduino), take notes, observe, interpret and predict. Fundamentally, we think this application will help you learn how to think like a scientist!

Use Science Journal and the light sensor in your Android phone to collect data and run experiments

Since we know that hands-on projects increase engagement, cultivate curiosity and spark a lifelong interest in learning, we also teamed up with the Exploratorium - a leader in science education - to develop and assemble creative hands-on learning activity kits to accompany the Science Journal app. These Science Journal kits include inexpensive sensors, microcontrollers and craft supplies that bring science to life in new ways. The kits are available for purchase in the US or can even be assembled yourself.

Build and measure your own wind spinners using Science Journal activities and kits 

See science in action as Imagination Foundation chapters around the world put these activities to use

We’re excited to nurture an open ecosystem where people everywhere can use Science Journal to create their own activities, integrate their own sensors and even build kits of their own. To that end, we have released the microcontroller firmware code on GitHub and will be open sourcing the Android app later this summer. We’re eager to work with hardware vendors, science educators and the open source community to continue improving Science Journal.

Science Journal lets you visualize and graph data from your phone's accelerometer, light sensor, microphone and more. You can record data and set up trials, experiments and projects in the app.

But our goal to inspire budding scientists and makers goes beyond Science Journal. We’ve sent over 120,000 kids to their local science museum as part of Google Field Trip Days, encouraged and supported future changemakers through Google Science Fair and sponsored organizations such as NOVA, FIRST Robotics and Lick Observatory who are pushing science forward for all of us. And to help keep our young scientists safe, we’ve also distributed over 350,000 pairs of safety glasses at schools, makerspaces and Maker Faires around the world.

Many of the Google products used today by billions of people wouldn’t exist if not for the makers, scientists and engineers who wanted to create projects that could help improve our world. If you want to join in, come meet us today through Sunday at the Bay Area Maker Faire 2016, check out the Making & Science initiative and go subscribe to our YouTube channel. Let’s all make science, together.

Posted by Cyrus Mistry and Ope Bukola, Product Managers, Google for Education

Editor's note: We’re writing to you today from Google I/O, our annual conference for developers. Over 7,000 developers gathered for the three day event at the Shoreline Amphitheater in Mountain View, California —right down the street from Google. If you missed the live-stream this week, don't worry; we've got four highlights so far for education below.

Even more apps for Chromebooks
Earlier today we announced that Android apps are coming to Chromebooks, which means teachers and students will have access to more content on their Chromebooks, including a large amount of offline and touch-optimized apps. From Google’s Admin console, administrators will be able to deploy Android apps such as Skype, LightSail, Open eBooks, Office & Explain Everything to students. This feature will be available to administrators during the 2016/17 school year for use on supported Chromebooks. Learn more, including when you can preview some of the apps, in the blog post.

More than one million students have gone on an Expedition
When we look back on our favorite memories from school, many of us think of field trips. Last May, we introduced the Expeditions Pioneer Program, which lets teachers take their students on virtual reality trips to over 200 places using Cardboard. This year at I/O, we announced that over one million students from more than 11 countries have taken an Expedition through the Pioneer Program, to places like Buckingham Palace, the polar bear capital of the world—and in seventh grader Lance Teeselink’s case—Dubai’s Burj Khalifa, the tallest building in the world.

Lance, aspiring architect, takes an Expedition to the tallest building in the world with his seventh grade class

Our team is hard at work to make Expeditions more widely available. Stay tuned to our blog for the latest information. And if you’re ready to bring your class on their first Expedition, sign up for the beta here.

Stronger integrations between Classroom and other apps

Teachers use Classroom as mission control for their classes, launching assignments & discussions across subjects and topics. We announced on Wednesday that we added new coursework integrations to the Classroom API, which lets reporting systems like gradebooks and student information systems sync assignments and grades from Classroom, so that teachers don’t need to manually transfer the data. It also allows learning tools to create assignments, turn in work, and send back grades to Classroom. See how developers like Tynker, GeoGebra, and OpenEd are already using coursework in the Classroom API to strengthen their integrations.

Expanding coding resources to younger students
On Monday, at I/O Youth (our third annual conference for Bay Area students and teachers) we announced a new collaboration with Scratch, MIT’s programming language and community for children. The new partnership will enable developers to design creative coding and learning experiences for kids. We took the first step this week, releasing 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.

Keep exploring
Watch the live stream or recordings of this year’s events in full on the Google I/O website. And for more behind-the-scenes looks at Google, from self-driving cars to Project Loon, check out Nat & Lo’s YouTube channel.

Posted by Karen Greenleaf, Google for Education

Today at Google I/O, our annual conference for developers, we announced that Android apps will be coming to Chromebooks. That means you’ll be able to do things like edit photos in Photoshop Mix, make a Skype call, open up Office files and work offline -- or take a break with games like Minecraft.

In 2015, US K-12 schools purchased more Chromebooks than all other devices combined (source) and adoption continues to increase in classrooms around the globe. To add even more flexibility to these fast, secure and easy-to-manage devices, we will be bringing Android apps to select Chromebooks, offering access to more content, increased offline options and additional touch-optimized apps for touchscreen models.

Android apps for Chromebooks
A few popular Android apps are already available today on Chromebooks through the App Runtime for Chrome program.

LightSail, an adaptive literacy solution for schools, is one example. "Fostering a love of reading among my English Language Learners has been an ongoing struggle in our class. After introducing LightSail on our school's Chromebooks, I have witnessed a true enjoyment of reading, with students reading for up to 40 minutes at a time on a regular basis. That type of stamina is something I have not seen before from these formerly reluctant readers,” says Christina Di Pietro, an ESL & Humanities Teacher at the James P. Timilty Middle School in Boston, MA. Since LightSail’s Android app became available, students have had another tool in their digital backpack to help them build reading comprehension skills.

For schools with supported touchscreen Chromebooks, touch-optimized Android apps like Explain Everything open up a world of possibilities for students. “The touchscreen on the Chromebooks allows students to enhance the content they create using Explain Everything, making their thinking visible and interactive,” says Jennifer Schlie-Reed, a Digital Learning Coach at Eisenhower Middle/High School in New Berlin, WI. "It provides students opportunities to demonstrate their learning in unique ways.”

The Android app Open eBooks will be available on Chromebooks soon, and is part of the White House ConnectED Initiative. Stacy Kinney, a Librarian and Media Specialist at O.A. Fleming Elementary in Freeport, TX, used Open eBooks to “put otherwise costly books into the hands of our children.” Stacy’s school is a Title One campus. “I value the Open eBook app because it makes quality, appealing books accessible to my students and their families.”

Open eBooks app running on a Chromebook

Android app management for school administrators
School IT administrators will have full control over selecting and managing the Android apps made available to their managed users on Chromebooks. They’ll manage Android apps using the same cloud-based Chromebook content controls they love today, through Google’s Admin Console.

We can’t wait to bring more Android apps to Chromebooks, which will come to supported devices in the 2016-17 school year. In the meantime, you can learn more about bringing Chromebooks to your school.

If you’re an Android app developer looking to bring your app to schools, you can learn more here.

Posted by Ed Kupershlak, Google Classroom Software Engineer

Last year, we launched the Classroom API to make it easier for administrators to manage classes, and for developers to integrate their applications with Classroom. Since that time, hundreds of applications have integrated with Classroom to help teachers gamify their classes, improve students’ writing skills, build interactive presentations and more.

Do more with coursework in the Classroom API 
Today, we’re introducing new coursework endpoints that allow developers to access assignments, grades and workflow. Learning tools can focus on creating great content and, in turn, use Classroom to manage the workflow for assignments created with this content. Gradebooks and reporting systems can now also sync grades with Classroom, eliminating the need for teachers to manually transfer grades.

Several partners have been helping to test the new functionality, including:

• OpenEd, which provides a library of open education resources for K-12 teachers 
• Tynker, a creative computing platform for teaching students to code 
• GeoGebra, a visual mathematics platform that allows students and teachers to author interactive mathematics content

Access course Drive folders, groups and materials 
In addition to the coursework endpoints, we’ve added new functionality to our existing course and roster API endpoints. Developers can now access course Drive folders, groups and materials. Applications can use this new functionality to store files in the same Drive folder as the rest of the resources in a class, or use course groups to manage file sharing permissions.

In the coming months, we’ll be adding more coursework management capabilities. When we do, we’ll post updates to the developer forum and issue tracker. We look forward to working together to make it even easier for teachers and students to use the tools they love with Classroom. Developers, please review the documentation, the FAQ and ask questions on Stack Overflow. Also, don’t forget to let us know what you’re building using the #withClassroom hashtag on Twitter or G+. And teachers, check out this list of applications that already work well with Classroom today.

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.

Posted by Carol Frieze and Jeria Quesenberry, Carnegie Mellon University

(Cross-posted on the re:Work blog)

Editor's note: Carol Frieze, PhD, is Director of Women@SCS and SCS4ALL, Carnegie Mellon School of Computer Science. Jeria Quesenberry, PhD, is an Associate Teaching Professor in the Information Systems program at Carnegie Mellon Dietrich College.They are the authors of a new book, Kicking Butt in Computer Science: Women in Computing at Carnegie Mellon University which tells the positive story of how one school developed a culture and environment in which both women and men could thrive and be successful in computer science.

For over ten years, Carnegie Mellon University has been successful at enrolling, sustaining, and graduating women in computer science at a much higher rate than national averages. Here are six ways we made it happen.

In 2014, the incoming computer science (CS) class at CMU comprised 40% women at a time when the national rate for female CS graduates was around 14%. We set out on a ten-year long research endeavor to understand the story of how CMU got here. We tell that positive story in our new book, Kicking Butt in Computer Science: Women in Computing at Carnegie Mellon University, and here we’ll share the six primary takeaways that contributed to this success, which we believe are applicable to other organizations and workplaces.

1. Women do not need a “female-friendly” curriculum. Curriculum should depend on what we are trying to teach and learn, not on prioritizing one gender over another. Changes to improve the curriculum should be for the benefit of all students. Basing coursework on what people think interests women can perpetuate stereotypes. This approach can also be applied to the workplace. Women do not need “soft” or “female-friendly” roles -- career opportunities should be based on organizational needs, not on what we think we know about women.

2. Cultural change is the key. If the culture of a computer science program is dominated by “geeky stereotypical” archetype research shows that women and minorities (and even other white males) may feel excluded from the field. Data show that, in the case of CS, it is usually women and minorities and people with disabilities who are poorly represented. Efforts should be directed at being more inclusive of a wide range of personalities enabling all to have opportunities including leadership, visibility, encouragement, networking, mentorship, and advocacy. For example, in 1999, the CMU School of Computer Science dropped the programming admission prerequisite, resulting in a more diverse set of incoming students.

3. Culture can be changed at the micro level. Evidence for culture as the key also comes from other countries where girls are well represented in CS. In the US, there is a strong cultural belief that men and women are very different, so different that they are suited to different fields of study and careers. We need to change these perceptions and show that women can be successful in CS. We’ve witnessed cultural change within the CS department at CMU. For example, our student organizations, such as SCS4ALL and Women@SCS, promote diversity, which continues to be part of the larger CMU strategic plan.

4. Cultural factors are more important than gender differences. Men and women may not be so different after all. Our studies with CS majors at CMU show that men and women relate to computer science through a spectrum of attitudes and with more similarities than differences. Indeed, at CMU we’ve not seen the familiar, simplistic gender divide in attitudes to CS. We’ve seen similar attitudes even extend to identifying with the image of a “geek--” a word once shunned. In our studies, the only real gender difference centered around confidence levels, with men showing much higher rates of confidence than women. This is a cultural issue that reaches many areas, not just CS.

5. Institutional support is critical. Institutional support, such as administrative help, funding, and an explicit leadership vision, can signal the authorization and influence to show that diversity is an essential part of an organization’s value system. Support for the creation of a women’s group (or a group of shared ethnicity), can be valuable for building community and for increasing and sustaining the pipeline.

6. Success stories are important. Lots of people have documented the problem of low female enrollment in CS and women leaving the technology industry. But there is less sharing of the success stories. We need to hear more inspirational stories of success like CMU, including our approaches and recommendations. By showing more women how they might succeed in CS, we will help more programs -- and ultimately the profession -- become more inclusive.