so I’m gonna tell you a little bit about my journey as a female designer now
my journey as a female designer now
my journey as a female designer now turned entrepreneur and my kind of
turned entrepreneur and my kind of
turned entrepreneur and my kind of commitment to creating a generation of
commitment to creating a generation of
commitment to creating a generation of digital creators so my story starts in
digital creators so my story starts in
digital creators so my story starts in an unlikely place about three years ago
an unlikely place about three years ago
an unlikely place about three years ago my husband and I found a laptop in our
my husband and I found a laptop in our
my husband and I found a laptop in our trash can and as you can imagine it was
trash can and as you can imagine it was
trash can and as you can imagine it was this kind of bizarre moment where we
this kind of bizarre moment where we
this kind of bizarre moment where we realized that someone had just thrown
realized that someone had just thrown
realized that someone had just thrown away this incredibly valuable piece of
away this incredibly valuable piece of
away this incredibly valuable piece of technology because they just didn’t
technology because they just didn’t
technology because they just didn’t understand it or just didn’t want it and
understand it or just didn’t want it and
understand it or just didn’t want it and this began a very critical dialogue
this began a very critical dialogue
this began a very critical dialogue between us around this lack of
between us around this lack of
between us around this lack of relationship that we seem to have around
relationship that we seem to have around
relationship that we seem to have around technology we don’t really understand it
technology we don’t really understand it
technology we don’t really understand it but we absolutely don’t really know how
but we absolutely don’t really know how
but we absolutely don’t really know how to create things or produce things with
to create things or produce things with
to create things or produce things with it they’re not really designed for us to
it they’re not really designed for us to
it they’re not really designed for us to do that they’re these closed systems
do that they’re these closed systems
do that they’re these closed systems that don’t want us to build with them or
that don’t want us to build with them or
that don’t want us to build with them or invent with them or fix them or modify
invent with them or fix them or modify
invent with them or fix them or modify them and so we continued to kind of
them and so we continued to kind of
them and so we continued to kind of explore this area and very soon after
explore this area and very soon after
explore this area and very soon after that situation we had a child who’s
that situation we had a child who’s
that situation we had a child who’s right there and but after having a child
right there and but after having a child
right there and but after having a child and I don’t know how many people have a
and I don’t know how many people have a
and I don’t know how many people have a child but having a child born with a
child but having a child born with a
child but having a child born with a tablet is a really interesting
tablet is a really interesting
tablet is a really interesting experience parenting in the digital age
experience parenting in the digital age
experience parenting in the digital age is very different than I think parenting
is very different than I think parenting
is very different than I think parenting in other generations as a mom I really
in other generations as a mom I really
in other generations as a mom I really wanted my son to be completely digitally
wanted my son to be completely digitally
wanted my son to be completely digitally literate but I also wanted him to be
literate but I also wanted him to be
literate but I also wanted him to be able to see technology as something that
able to see technology as something that
able to see technology as something that he could create with a medium to build
he could create with a medium to build
he could create with a medium to build like Lego a medium to create with like
like Lego a medium to create with like
like Lego a medium to create with like blocks not just this kind of consumptive
blocks not just this kind of consumptive
blocks not just this kind of consumptive space and kids are born fearless for
space and kids are born fearless for
space and kids are born fearless for them making sensors and making cookies
them making sensors and making cookies
them making sensors and making cookies is the same thing they just want to make
is the same thing they just want to make
is the same thing they just want to make and create and at every stage of their
and create and at every stage of their
and create and at every stage of their development they’re learning and that
development they’re learning and that
development they’re learning and that was a really important kind of part of
was a really important kind of part of
was a really important kind of part of this development for us so we
this development for us so we
this development for us so we fundamentally believe that kids are
fundamentally believe that kids are
fundamentally believe that kids are super smart and that the industry which
super smart and that the industry which
super smart and that the industry which is most a part of their lives as they’re
is most a part of their lives as they’re
is most a part of their lives as they’re growing up is toys and we think that
growing up is toys and we think that
growing up is toys and we think that those toys should really be smarter too
those toys should really be smarter too
those toys should really be smarter too as we continue to kind of explore this
as we continue to kind of explore this
as we continue to kind of explore this area
area
area we began to really understand the kind
we began to really understand the kind
we began to really understand the kind of micro and macro kind of things that
of micro and macro kind of things that
of micro and macro kind of things that were leading in this space so when you
were leading in this space so when you
were leading in this space so when you ask kids today what they want to be when
ask kids today what they want to be when
ask kids today what they want to be when they grow up sixty five percent of kids
they grow up sixty five percent of kids
they grow up sixty five percent of kids in primary school today will have jobs
in primary school today will have jobs
in primary school today will have jobs that don’t exist which is amazing and
that don’t exist which is amazing and
that don’t exist which is amazing and those jobs will absolutely be digitally
those jobs will absolutely be digitally
those jobs will absolutely be digitally creative jobs so how do we as parents
creative jobs so how do we as parents
creative jobs so how do we as parents and educators support that journey to
and educators support that journey to
and educators support that journey to inventing kind of jobs of the future so
inventing kind of jobs of the future so
inventing kind of jobs of the future so we started by creating an organization
we started by creating an organization
we started by creating an organization that has a very specific purpose and the
that has a very specific purpose and the
that has a very specific purpose and the purpose is around essentially helping
purpose is around essentially helping
purpose is around essentially helping kids spark their imagination with
kids spark their imagination with
kids spark their imagination with hands-on tech and the reason we talk
hands-on tech and the reason we talk
hands-on tech and the reason we talk about sparking imagination is because we
about sparking imagination is because we
about sparking imagination is because we think no two kids are the same kids will
think no two kids are the same kids will
think no two kids are the same kids will get excited about very different things
get excited about very different things
get excited about very different things and so we want to give them that
and so we want to give them that
and so we want to give them that opportunity to get hands-on and to
opportunity to get hands-on and to
opportunity to get hands-on and to create invent code play with technology
create invent code play with technology
create invent code play with technology in a productive way we imagine a world
in a productive way we imagine a world
in a productive way we imagine a world where kids are building and creating
where kids are building and creating
where kids are building and creating technology themselves where they’re
technology themselves where they’re
technology themselves where they’re building solar plants thirst detectors
building solar plants thirst detectors
building solar plants thirst detectors with pencils that have servos and water
with pencils that have servos and water
with pencils that have servos and water balloons that water their plants
balloons that water their plants
balloons that water their plants automatically where they’re essentially
automatically where they’re essentially
automatically where they’re essentially learning about circuits by creating
learning about circuits by creating
learning about circuits by creating conductive play-doh in their kitchens
conductive play-doh in their kitchens
conductive play-doh in their kitchens that conduct electricity to light up
that conduct electricity to light up
that conduct electricity to light up LEDs to make motor spin to make buzzers
LEDs to make motor spin to make buzzers
LEDs to make motor spin to make buzzers buzz and really bring creations to life
buzz and really bring creations to life
buzz and really bring creations to life we see a world where kids actually use
we see a world where kids actually use
we see a world where kids actually use sensors and lights to invent games
sensors and lights to invent games
sensors and lights to invent games because they want to because they have
because they want to because they have
because they want to because they have the capacity to do that and because they
the capacity to do that and because they
the capacity to do that and because they have the tools accessible to them to do
have the tools accessible to them to do
have the tools accessible to them to do that where they’re using electronics and
that where they’re using electronics and
that where they’re using electronics and cardboard to invent speakers and sound
cardboard to invent speakers and sound
cardboard to invent speakers and sound instruments again because they have them
instruments again because they have them
instruments again because they have them at their disposal and they have the
at their disposal and they have the
at their disposal and they have the confidence to be able to use them and
confidence to be able to use them and
confidence to be able to use them and where parents don’t see tech as
where parents don’t see tech as
where parents don’t see tech as something that’s scary but rather as a
something that’s scary but rather as a
something that’s scary but rather as a media and where their kids can create
media and where their kids can create
media and where their kids can create where they can be a part of that process
where they can be a part of that process
where they can be a part of that process and where they can actually have quality
and where they can actually have quality
and where they can actually have quality time using technology and so this world
time using technology and so this world
time using technology and so this world that we’re kind of imagining is not
that we’re kind of imagining is not
that we’re kind of imagining is not something that we’ve just invented it’s
something that we’ve just invented it’s
something that we’ve just invented it’s actually really built on some very
actually really built on some very
actually really built on some very important scientific and educational
important scientific and educational
important scientific and educational methods and philosophies so we’re really
methods and philosophies so we’re really
methods and philosophies so we’re really standing on the shoulders of some kind
standing on the shoulders of some kind
standing on the shoulders of some kind of giants that have
of giants that have
of giants that have develop these kind of principles and one
develop these kind of principles and one
develop these kind of principles and one of the first ones that is a real
of the first ones that is a real
of the first ones that is a real inspiration to the approach that we’ve
inspiration to the approach that we’ve
inspiration to the approach that we’ve taken is Jean PJs so John Padua is a
taken is Jean PJs so John Padua is a
taken is Jean PJs so John Padua is a scientist from Switzerland and his area
scientist from Switzerland and his area
scientist from Switzerland and his area of research and exploration is very much
of research and exploration is very much
of research and exploration is very much about brain development
about brain development
about brain development he believes that kids between the ages
he believes that kids between the ages
he believes that kids between the ages of 2 and 11 are developing their brains
of 2 and 11 are developing their brains
of 2 and 11 are developing their brains in a really fundamental way and the way
in a really fundamental way and the way
in a really fundamental way and the way brains are getting developed is through
brains are getting developed is through
brains are getting developed is through learning by doing that this process of
learning by doing that this process of
learning by doing that this process of learning by exploring and failing and
learning by exploring and failing and
learning by exploring and failing and learning and and applying those
learning and and applying those
learning and and applying those processes is just fundamental to kids
processes is just fundamental to kids
processes is just fundamental to kids and incorporating something called
and incorporating something called
and incorporating something called mastery so this is where you learn a
mastery so this is where you learn a
mastery so this is where you learn a skill you’re able to apply it again and
skill you’re able to apply it again and
skill you’re able to apply it again and repeat it and really that repetition of
repeat it and really that repetition of
repeat it and really that repetition of mastery is fundamental to kids
mastery is fundamental to kids
mastery is fundamental to kids developing those parts of their brains
developing those parts of their brains
developing those parts of their brains at early ages the other person that we
at early ages the other person that we
at early ages the other person that we really have informed a lot of our work
really have informed a lot of our work
really have informed a lot of our work is as Seymour Pappas Seymour puppet was
is as Seymour Pappas Seymour puppet was
is as Seymour Pappas Seymour puppet was a mathematician at MIT and a computer
a mathematician at MIT and a computer
a mathematician at MIT and a computer scientist focused very much on
scientist focused very much on
scientist focused very much on artificial intelligence and created a
artificial intelligence and created a
artificial intelligence and created a programming language called logo which
programming language called logo which
programming language called logo which was one of the first programming
was one of the first programming
was one of the first programming languages that young people began to
languages that young people began to
languages that young people began to really develop and he believed that kids
really develop and he believed that kids
really develop and he believed that kids learn really differently than adults and
learn really differently than adults and
learn really differently than adults and that they need more complex systems and
that they need more complex systems and
that they need more complex systems and tools to really help them to explore
tools to really help them to explore
tools to really help them to explore technology specifically and that
technology specifically and that
technology specifically and that learning technology is actually really
learning technology is actually really
learning technology is actually really different than learning other things
different than learning other things
different than learning other things it’s not about I’m right or I’m wrong
it’s not about I’m right or I’m wrong
it’s not about I’m right or I’m wrong it’s actually about debugging and
it’s actually about debugging and
it’s actually about debugging and problem solving when you’re programming
problem solving when you’re programming
problem solving when you’re programming if something doesn’t work the idea of
if something doesn’t work the idea of
if something doesn’t work the idea of getting to the next stage is is it
getting to the next stage is is it
getting to the next stage is is it fixable can I actually solve that
fixable can I actually solve that
fixable can I actually solve that problem which now is known as
problem which now is known as
problem which now is known as essentially and complex problem solving
essentially and complex problem solving
essentially and complex problem solving which is a really important part of our
which is a really important part of our
which is a really important part of our kind of method and then the last
kind of method and then the last
kind of method and then the last individual that we really kind of
individual that we really kind of
individual that we really kind of focused on a lot is Maria Montessori who
focused on a lot is Maria Montessori who
focused on a lot is Maria Montessori who is very dedicated to young people being
is very dedicated to young people being
is very dedicated to young people being independent thinkers in the Montessori
independent thinkers in the Montessori
independent thinkers in the Montessori method they give young people small
method they give young people small
method they give young people small versions of adult things and they ask
versions of adult things and they ask
versions of adult things and they ask them to really find independence and
them to really find independence and
them to really find independence and individuality in using real everyday
individuality in using real everyday
individuality in using real everyday materials and products and that sense of
materials and products and that sense of
materials and products and that sense of individuality is really important it’s
individuality is really important it’s
individuality is really important it’s about kids discovering inside and
about kids discovering inside and
about kids discovering inside and outside using real tools to find their
outside using real tools to find their
outside using real tools to find their own agency and that’s a really important
own agency and that’s a really important
own agency and that’s a really important part of our kind of philosophy and
part of our kind of philosophy and
part of our kind of philosophy and approach and so these kinds of
approach and so these kinds of
approach and so these kinds of philosophies informed us to really I
philosophies informed us to really I
philosophies informed us to really I guess you could say kind of disrupt an
guess you could say kind of disrupt an
guess you could say kind of disrupt an area so the toy department it looks
area so the toy department it looks
area so the toy department it looks something like this
something like this
something like this still um it’s a very gender split space
still um it’s a very gender split space
still um it’s a very gender split space it’s very much led by characters and by
it’s very much led by characters and by
it’s very much led by characters and by kind of products that are informing
kind of products that are informing
kind of products that are informing young people whether the industry
young people whether the industry
young people whether the industry celebrates that or not they are
celebrates that or not they are
celebrates that or not they are informing the way young people are
informing the way young people are
informing the way young people are forming a sense of self the way they
forming a sense of self the way they
forming a sense of self the way they learn the way they want to learn the
learn the way they want to learn the
learn the way they want to learn the things they think they’re good at the
things they think they’re good at the
things they think they’re good at the things they think they’re bad at and
things they think they’re bad at and
things they think they’re bad at and this industry we think has a lot more
this industry we think has a lot more
this industry we think has a lot more responsibility to play and how kids
responsibility to play and how kids
responsibility to play and how kids interact with technology and so what
interact with technology and so what
interact with technology and so what we’ve created is a category it’s a
we’ve created is a category it’s a
we’ve created is a category it’s a category where kids actually make play
category where kids actually make play
category where kids actually make play code and invent their own toys and these
code and invent their own toys and these
code and invent their own toys and these toys we’ve we’ve built a team around it
toys we’ve we’ve built a team around it
toys we’ve we’ve built a team around it so we have 30 people in Hackney that are
so we have 30 people in Hackney that are
so we have 30 people in Hackney that are really passionately helping us build
really passionately helping us build
really passionately helping us build this business the organization has
this business the organization has
this business the organization has inspired tens of thousands of kids in
inspired tens of thousands of kids in
inspired tens of thousands of kids in over 97 countries to build things like
over 97 countries to build things like
over 97 countries to build things like gaming devices where they have to make
gaming devices where they have to make
gaming devices where they have to make play a code and invent their own games
play a code and invent their own games
play a code and invent their own games to build synthesizers out of cardboard
to build synthesizers out of cardboard
to build synthesizers out of cardboard boxes that it that the actual product
boxes that it that the actual product
boxes that it that the actual product comes in teachers and educators are
comes in teachers and educators are
comes in teachers and educators are using it globally to use as part of
using it globally to use as part of
using it globally to use as part of curriculum and also in formal education
curriculum and also in formal education
curriculum and also in formal education and again this kind of learning by doing
and again this kind of learning by doing
and again this kind of learning by doing and this understanding of Technology
and this understanding of Technology
and this understanding of Technology through exploring and creativity is just
through exploring and creativity is just
through exploring and creativity is just fundamental to the way we think kids
fundamental to the way we think kids
fundamental to the way we think kids will understand a sense of self they’ll
will understand a sense of self they’ll
will understand a sense of self they’ll build confidence and they’ll find the
build confidence and they’ll find the
build confidence and they’ll find the thing within technology that they really
thing within technology that they really
thing within technology that they really believe in that they’re really empowered
believe in that they’re really empowered
believe in that they’re really empowered by and that they might want to use in
by and that they might want to use in
by and that they might want to use in future explorations to hopefully make
future explorations to hopefully make
future explorations to hopefully make better decisions as they grow and as
better decisions as they grow and as
better decisions as they grow and as they find their passions a really
they find their passions a really
they find their passions a really important part of our process which i
important part of our process which i
important part of our process which i think is very much rooted in kind of my
think is very much rooted in kind of my
think is very much rooted in kind of my background is our user centered approach
background is our user centered approach
background is our user centered approach to design so for us design is about
to design so for us design is about
to design so for us design is about putting the user in our case the young
putting the user in our case the young
putting the user in our case the young person at the center of our design
person at the center of our design
person at the center of our design process so we do big research projects
process so we do big research projects
process so we do big research projects to understand one yet what young people
to understand one yet what young people
to understand one yet what young people are making in school already what they
are making in school already what they
are making in school already what they like making and we use those as themes
like making and we use those as themes
like making and we use those as themes and young people are part of this very
and young people are part of this very
and young people are part of this very iterative process of developing and
iterative process of developing and
iterative process of developing and creating products so we don’t start with
creating products so we don’t start with
creating products so we don’t start with the end product we start with an idea or
the end product we start with an idea or
the end product we start with an idea or an area or a theme and
an area or a theme and
an area or a theme and people actually help us to define the
people actually help us to define the
people actually help us to define the end result of what the product might be
end result of what the product might be
end result of what the product might be which is really exciting we do home
which is really exciting we do home
which is really exciting we do home testing we do a lot of testing in
testing we do a lot of testing in
testing we do a lot of testing in schools and we have a little group
schools and we have a little group
schools and we have a little group called the future inventors Club which
called the future inventors Club which
called the future inventors Club which is about a hundred kids in the UK that
is about a hundred kids in the UK that
is about a hundred kids in the UK that essentially volunteered to come in and
essentially volunteered to come in and
essentially volunteered to come in and just test products with us which is
just test products with us which is
just test products with us which is really fun and we’ve built some really
really fun and we’ve built some really
really fun and we’ve built some really amazing partnerships with retailers and
amazing partnerships with retailers and
amazing partnerships with retailers and schools education businesses as well as
schools education businesses as well as
schools education businesses as well as businesses like the BBC so we did our
businesses like the BBC so we did our
businesses like the BBC so we did our first co-created product together with
first co-created product together with
first co-created product together with the BBC and the product is very much in
the BBC and the product is very much in
the BBC and the product is very much in response to something that existed in
response to something that existed in
response to something that existed in the 80s so this kind of beige tool is
the 80s so this kind of beige tool is
the 80s so this kind of beige tool is something called the micro and the micro
something called the micro and the micro
something called the micro and the micro was the first personal computer that 80%
was the first personal computer that 80%
was the first personal computer that 80% of all schools had it really sparked a
of all schools had it really sparked a
of all schools had it really sparked a generation of engineers and so the
generation of engineers and so the
generation of engineers and so the premise that the BBC essentially asked
premise that the BBC essentially asked
premise that the BBC essentially asked us to participate in is what does a
us to participate in is what does a
us to participate in is what does a micro for this generation look like and
micro for this generation look like and
micro for this generation look like and this little device that I’m wearing and
this little device that I’m wearing and
this little device that I’m wearing and this one on the screen is the BBC micro
this one on the screen is the BBC micro
this one on the screen is the BBC micro bits which is the Micro for this
bits which is the Micro for this
bits which is the Micro for this generation it’s a pocket sized computer
generation it’s a pocket sized computer
generation it’s a pocket sized computer kind of like a Swiss Army knife or
kind of like a Swiss Army knife or
kind of like a Swiss Army knife or invention it has a screen that you can
invention it has a screen that you can
invention it has a screen that you can program it has buttons that you can
program it has buttons that you can
program it has buttons that you can program for gaming and controlling it
program for gaming and controlling it
program for gaming and controlling it has bluetooth that you can use for
has bluetooth that you can use for
has bluetooth that you can use for Internet of Things projects it has an
Internet of Things projects it has an
Internet of Things projects it has an accelerometer for motion and tracking it
accelerometer for motion and tracking it
accelerometer for motion and tracking it has a compass you can place yourself and
has a compass you can place yourself and
has a compass you can place yourself and it has an edge connector so you can
it has an edge connector so you can
it has an edge connector so you can connect it to raspberry PI’s Arduino is
connect it to raspberry PI’s Arduino is
connect it to raspberry PI’s Arduino is all different kinds of other things in
all different kinds of other things in
all different kinds of other things in the world and this product has been
the world and this product has been
the world and this product has been given to a million 12-year olds in the
given to a million 12-year olds in the
given to a million 12-year olds in the UK for free which is just an incredibly
UK for free which is just an incredibly
UK for free which is just an incredibly ambitious project at the BBC and and we
ambitious project at the BBC and and we
ambitious project at the BBC and and we and a bunch of other partners and
and a bunch of other partners and
and a bunch of other partners and participated in it’s now being used by
participated in it’s now being used by
participated in it’s now being used by young people all over the UK to learn
young people all over the UK to learn
young people all over the UK to learn computer science and to learn about
computer science and to learn about
computer science and to learn about digital creativity and kids as you can
digital creativity and kids as you can
digital creativity and kids as you can imagine are inventing stuff with it
imagine are inventing stuff with it
imagine are inventing stuff with it they’re inventing Tamagotchis they’re
they’re inventing Tamagotchis they’re
they’re inventing Tamagotchis they’re inventing electronic football pitches
inventing electronic football pitches
inventing electronic football pitches and baseball pitches they’re inventing
and baseball pitches they’re inventing
and baseball pitches they’re inventing crazy golf robots and again they’re
crazy golf robots and again they’re
crazy golf robots and again they’re doing this not because they necessarily
doing this not because they necessarily
doing this not because they necessarily want to learn programming they’re doing
want to learn programming they’re doing
want to learn programming they’re doing it because they want to create awesome
it because they want to create awesome
it because they want to create awesome things that are interesting and do fun
things that are interesting and do fun
things that are interesting and do fun and engaging activities and the last
and engaging activities and the last
and engaging activities and the last product that I’m going to talk about
product that I’m going to talk about
product that I’m going to talk about which again is a really a manifestation
which again is a really a manifestation
which again is a really a manifestation of these philosophies
of these philosophies
of these philosophies this commitment to empowering kind of
this commitment to empowering kind of
this commitment to empowering kind of digital creators not just producers is a
digital creators not just producers is a
digital creators not just producers is a an object that we just created a couple
an object that we just created a couple
an object that we just created a couple of months ago called the mover kit and
of months ago called the mover kit and
of months ago called the mover kit and the mover kit is a wearable that kids
the mover kit is a wearable that kids
the mover kit is a wearable that kids essentially make and code themselves it
essentially make and code themselves it
essentially make and code themselves it has eight rainbow LEDs a motion sensor
has eight rainbow LEDs a motion sensor
has eight rainbow LEDs a motion sensor and a compass that kids can invent and
and a compass that kids can invent and
and a compass that kids can invent and create with and our philosophies around
create with and our philosophies around
create with and our philosophies around like right out of the box you build your
like right out of the box you build your
like right out of the box you build your own tech and then you essentially use
own tech and then you essentially use
own tech and then you essentially use digital tools to empower creation coding
digital tools to empower creation coding
digital tools to empower creation coding craft all of these activities happen in
craft all of these activities happen in
craft all of these activities happen in a digital space and kids have created
a digital space and kids have created
a digital space and kids have created all kinds of amazing things so they
all kinds of amazing things so they
all kinds of amazing things so they actually can go through different craft
actually can go through different craft
actually can go through different craft materials and and kind of recipes that
materials and and kind of recipes that
materials and and kind of recipes that other kids have made um in this case a
other kids have made um in this case a
other kids have made um in this case a little girl got a mover kid and she had
little girl got a mover kid and she had
little girl got a mover kid and she had a remote-control car that she wanted to
a remote-control car that she wanted to
a remote-control car that she wanted to turn into a police car so she programmed
turn into a police car so she programmed
turn into a police car so she programmed the LED lights to basically flash red
the LED lights to basically flash red
the LED lights to basically flash red and blue and it responded to motion and
and blue and it responded to motion and
and blue and it responded to motion and the faster her remote-control car went
the faster her remote-control car went
the faster her remote-control car went the faster the lights would flash and
the faster the lights would flash and
the faster the lights would flash and again she programmed this in a couple of
again she programmed this in a couple of
again she programmed this in a couple of minutes and the reason she wanted to do
minutes and the reason she wanted to do
minutes and the reason she wanted to do this was not necessarily because she
this was not necessarily because she
this was not necessarily because she wanted to learn programming is because
wanted to learn programming is because
wanted to learn programming is because she wanted to have fun she wanted to
she wanted to have fun she wanted to
she wanted to have fun she wanted to play and we really want to see
play and we really want to see
play and we really want to see programming and electronics and this
programming and electronics and this
programming and electronics and this kind of relationship to tech to be a
kind of relationship to tech to be a
kind of relationship to tech to be a part of everyday play and activities
part of everyday play and activities
part of everyday play and activities because I think when you’re playing
because I think when you’re playing
because I think when you’re playing that’s when you’re really discovering
that’s when you’re really discovering
that’s when you’re really discovering what you love and the passions you have
what you love and the passions you have
what you love and the passions you have other things that kids have created are
other things that kids have created are
other things that kids have created are things like the toothbrush trainer so um
things like the toothbrush trainer so um
things like the toothbrush trainer so um a little boy has arguments with his mom
a little boy has arguments with his mom
a little boy has arguments with his mom around brushing his teeth and the when
around brushing his teeth and the when
around brushing his teeth and the when he brushes his teeth for two minutes the
he brushes his teeth for two minutes the
he brushes his teeth for two minutes the mover essentially detects the movement
mover essentially detects the movement
mover essentially detects the movement and then it essentially unleashes
and then it essentially unleashes
and then it essentially unleashes rainbow lights a little girl wanted to
rainbow lights a little girl wanted to
rainbow lights a little girl wanted to be iron woman she wanted to attach to
be iron woman she wanted to attach to
be iron woman she wanted to attach to her costume so the faster she around the
her costume so the faster she around the
her costume so the faster she around the more it’s sparkled like white and pink
more it’s sparkled like white and pink
more it’s sparkled like white and pink lights you can also use the
lights you can also use the
lights you can also use the accelerometer to turn it into a bike
accelerometer to turn it into a bike
accelerometer to turn it into a bike light so front light is one way but back
light so front light is one way but back
light so front light is one way but back light is the other way you can do
light is the other way you can do
light is the other way you can do Spooner scooter speed distance
Spooner scooter speed distance
Spooner scooter speed distance challenges where you can actually race
challenges where you can actually race
challenges where you can actually race each other we’ve had kids turn it into
each other we’ve had kids turn it into
each other we’ve had kids turn it into dice where you like to spin it and it
dice where you like to spin it and it
dice where you like to spin it and it shows kind of where the person is next
shows kind of where the person is next
shows kind of where the person is next it has to play the game so again again
it has to play the game so again again
it has to play the game so again again this kind of unlimited inventiveness
this kind of unlimited inventiveness
this kind of unlimited inventiveness that happens when you actually give kids
that happens when you actually give kids
that happens when you actually give kids tech to play and invent with is just an
tech to play and invent with is just an
tech to play and invent with is just an incredibly empowering process that we’ve
incredibly empowering process that we’ve
incredibly empowering process that we’ve been able to be a part of and also kind
been able to be a part of and also kind
been able to be a part of and also kind of
of
of observe and move to the next level and I
observe and move to the next level and I
observe and move to the next level and I think fundamentally we are just really
think fundamentally we are just really
think fundamentally we are just really excited and I am really excited about
excited and I am really excited about
excited and I am really excited about what a generation looks like when you
what a generation looks like when you
what a generation looks like when you really empower them with technology to
really empower them with technology to
really empower them with technology to not only invent their future but the
not only invent their future but the
not only invent their future but the future that we’re all essentially going
future that we’re all essentially going
future that we’re all essentially going to be a part of and I think that’s a
to be a part of and I think that’s a
to be a part of and I think that’s a really exciting place to spend time and
really exciting place to spend time and
really exciting place to spend time and that’s why we’ve essentially built a
that’s why we’ve essentially built a
that’s why we’ve essentially built a business around it and we’re really
business around it and we’re really
business around it and we’re really excited about the next stage of how kids
excited about the next stage of how kids
excited about the next stage of how kids are going to use technology
are going to use technology
are going to use technology [Applause]
[Applause]
[Applause] you
you
you [Music]
”
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