what if I told you that a girl with no computer could learn how to code and
computer could learn how to code and
computer could learn how to code and what if I told you that her teacher
what if I told you that her teacher
what if I told you that her teacher could be a grandmother who never went to
could be a grandmother who never went to
could be a grandmother who never went to college the similarities between
college the similarities between
college the similarities between knitting patent and a computer problem
knitting patent and a computer problem
knitting patent and a computer problem are stunning knitting uses the same type
are stunning knitting uses the same type
are stunning knitting uses the same type of loops conditions and concepts of
of loops conditions and concepts of
of loops conditions and concepts of functions as a computer language needs
functions as a computer language needs
functions as a computer language needs and tolls are essentially the zeros and
and tolls are essentially the zeros and
and tolls are essentially the zeros and ones of computer programming and when
ones of computer programming and when
ones of computer programming and when used in infinite combinations can create
used in infinite combinations can create
used in infinite combinations can create as much variation as any code learning
as much variation as any code learning
as much variation as any code learning to knit them is a self obvious stepping
to knit them is a self obvious stepping
to knit them is a self obvious stepping stone to learning to code girls
stone to learning to code girls
stone to learning to code girls interested in stem are often told that
interested in stem are often told that
interested in stem are often told that they inherited a male brain technical
they inherited a male brain technical
they inherited a male brain technical skills are not seen as part of a woman’s
skills are not seen as part of a woman’s
skills are not seen as part of a woman’s feminine legacy and yet ada lovelace the
feminine legacy and yet ada lovelace the
feminine legacy and yet ada lovelace the first computer programmer was a woman
first computer programmer was a woman
first computer programmer was a woman test
test
test traditionally labeled as woman’s work
traditionally labeled as woman’s work
traditionally labeled as woman’s work are complex and important and hold many
are complex and important and hold many
are complex and important and hold many of the same technical challenges is
of the same technical challenges is
of the same technical challenges is anything that men do this is why we
anything that men do this is why we
anything that men do this is why we created me to code new to code is Emma
created me to code new to code is Emma
created me to code new to code is Emma showing that computing is much more a
showing that computing is much more a
showing that computing is much more a state of mind than it appears it’s a way
state of mind than it appears it’s a way
state of mind than it appears it’s a way of organizing once thought and it’s much
of organizing once thought and it’s much
of organizing once thought and it’s much more a direct descendant of traditional
more a direct descendant of traditional
more a direct descendant of traditional skills than just a computer in a screen
skills than just a computer in a screen
skills than just a computer in a screen this philosophy is what need to code
this philosophy is what need to code
this philosophy is what need to code seeks to impart computing without a
seeks to impart computing without a
seeks to impart computing without a computer computing as a tradition new to
computer computing as a tradition new to
computer computing as a tradition new to code is M by showing that the same
code is M by showing that the same
code is M by showing that the same logical thinking required for coding is
logical thinking required for coding is
logical thinking required for coding is the same of those
the same of those
the same of those required for knitting it reinforces
required for knitting it reinforces
required for knitting it reinforces connections between generations of women
connections between generations of women
connections between generations of women encouraging them to see themselves not
encouraging them to see themselves not
encouraging them to see themselves not only as domestic agents but only but
only as domestic agents but only but
only as domestic agents but only but also as agents of change it’s about
also as agents of change it’s about
also as agents of change it’s about bringing multiple generations together
bringing multiple generations together
bringing multiple generations together and showing how an ancient skill can be
and showing how an ancient skill can be
and showing how an ancient skill can be used to teach a 21st century skills one
used to teach a 21st century skills one
used to teach a 21st century skills one of the main reason given for the few
of the main reason given for the few
of the main reason given for the few women in tech is the lack of female role
women in tech is the lack of female role
women in tech is the lack of female role models this is true according to
models this is true according to
models this is true according to research by McKinsey called women in the
research by McKinsey called women in the
research by McKinsey called women in the workplace
workplace
workplace it found that 36 percent of women only
it found that 36 percent of women only
it found that 36 percent of women only only 36 percent of women enter tech
only 36 percent of women enter tech
only 36 percent of women enter tech every year but only 17% are in senior
every year but only 17% are in senior
every year but only 17% are in senior positions the stats get even worse if
positions the stats get even worse if
positions the stats get even worse if you look at women of color were only 17%
you look at women of color were only 17%
you look at women of color were only 17% entity career but only 3% are in senior
entity career but only 3% are in senior
entity career but only 3% are in senior positions but what better role models
positions but what better role models
positions but what better role models too young cause needs than they are
too young cause needs than they are
too young cause needs than they are mothers and grandmothers women they
mothers and grandmothers women they
mothers and grandmothers women they already adore women who already have an
already adore women who already have an
already adore women who already have an influence in them in fact according to a
influence in them in fact according to a
influence in them in fact according to a research by GTI media and Ellison young
research by GTI media and Ellison young
research by GTI media and Ellison young it found that over 54% of the students
it found that over 54% of the students
it found that over 54% of the students interviewed said that their parents
interviewed said that their parents
interviewed said that their parents tried to influence their choice of
tried to influence their choice of
tried to influence their choice of course or career what was even more
course or career what was even more
course or career what was even more interesting it was that the students
interesting it was that the students
interesting it was that the students actually didn’t mind they thought that
actually didn’t mind they thought that
actually didn’t mind they thought that actually 66% said there was a right
actually 66% said there was a right
actually 66% said there was a right thing for parents to do it is all well
thing for parents to do it is all well
thing for parents to do it is all well and good for us to create coding clubs
and good for us to create coding clubs
and good for us to create coding clubs in every corner of the world but if it
in every corner of the world but if it
in every corner of the world but if it excludes their women the grandmothers
excludes their women the grandmothers
excludes their women the grandmothers the mothers we may not be able to close
the mothers we may not be able to close
the mothers we may not be able to close the gender gap in tech as quickly as
the gender gap in tech as quickly as
the gender gap in tech as quickly as we’d hope they may not have computer
we’d hope they may not have computer
we’d hope they may not have computer science degrees but through neutral code
science degrees but through neutral code
science degrees but through neutral code we can choose them the basics of
we can choose them the basics of
we can choose them the basics of computing and thereby in equipping them
computing and thereby in equipping them
computing and thereby in equipping them to basically encourage their girls to
to basically encourage their girls to
to basically encourage their girls to consider computing as a career how do
consider computing as a career how do
consider computing as a career how do any of this year we embarked
any of this year we embarked
any of this year we embarked on a pilot of NATO code in South Africa
on a pilot of NATO code in South Africa
on a pilot of NATO code in South Africa we introduced hundred young girls from
we introduced hundred young girls from
we introduced hundred young girls from previously disadvantaged communities to
previously disadvantaged communities to
previously disadvantaged communities to tune it to code we had grandmother’s
tune it to code we had grandmother’s
tune it to code we had grandmother’s volunteering their time to teach the
volunteering their time to teach the
volunteering their time to teach the girls how to knit what was more
girls how to knit what was more
girls how to knit what was more interesting for us was that the kids who
interesting for us was that the kids who
interesting for us was that the kids who started learning coding through need to
started learning coding through need to
started learning coding through need to code actually performed better when they
code actually performed better when they
code actually performed better when they started learning code and to work when
started learning code and to work when
started learning code and to work when they graduated to learn Python and Java
they graduated to learn Python and Java
they graduated to learn Python and Java then the kids who started coding through
then the kids who started coding through
then the kids who started coding through a PC what was different was that they
a PC what was different was that they
a PC what was different was that they spent more time understanding the
spent more time understanding the
spent more time understanding the computer science fundamentals and most
computer science fundamentals and most
computer science fundamentals and most importantly paying attention to detail
importantly paying attention to detail
importantly paying attention to detail how do pilots learn to fly pilots don’t
how do pilots learn to fly pilots don’t
how do pilots learn to fly pilots don’t just jump on a plane and fly right away
just jump on a plane and fly right away
just jump on a plane and fly right away they learn on a flight simulator by the
they learn on a flight simulator by the
they learn on a flight simulator by the time they get on a plane they have
time they get on a plane they have
time they get on a plane they have learned how to deal with all the
learned how to deal with all the
learned how to deal with all the potential crises they could face while
potential crises they could face while
potential crises they could face while on earth well new to code works in a
on earth well new to code works in a
on earth well new to code works in a similar fashion it serves as a simulator
similar fashion it serves as a simulator
similar fashion it serves as a simulator but for coding imagine what this means
but for coding imagine what this means
but for coding imagine what this means for the 90% of people in the developing
for the 90% of people in the developing
for the 90% of people in the developing world who do not have access to a
world who do not have access to a
world who do not have access to a computer or the Internet in fact only 38
computer or the Internet in fact only 38
computer or the Internet in fact only 38 percent of the global population on a
percent of the global population on a
percent of the global population on a computer this isn’t just about the calls
computer this isn’t just about the calls
computer this isn’t just about the calls most of us in this room cannot imagine
most of us in this room cannot imagine
most of us in this room cannot imagine how our lives would be like if we didn’t
how our lives would be like if we didn’t
how our lives would be like if we didn’t have access to technology but for the
have access to technology but for the
have access to technology but for the majority of poor people living in the
majority of poor people living in the
majority of poor people living in the developing world access is their biggest
developing world access is their biggest
developing world access is their biggest challenge lack of infrastructure
challenge lack of infrastructure
challenge lack of infrastructure connectivity and of course the economics
connectivity and of course the economics
connectivity and of course the economics plays a very big role by thinking
plays a very big role by thinking
plays a very big role by thinking differently about computing and creating
differently about computing and creating
differently about computing and creating simulators for coding we remove the
simulators for coding we remove the
simulators for coding we remove the biggest barrier the majority have poor
biggest barrier the majority have poor
biggest barrier the majority have poor people have to learn how to code their
people have to learn how to code their
people have to learn how to code their computer by less than five dollars a
computer by less than five dollars a
computer by less than five dollars a child could learn how to code
child could learn how to code
child could learn how to code that’s how much it costs to buy a yarn
that’s how much it costs to buy a yarn
that’s how much it costs to buy a yarn any needles in summary I spoke about how
any needles in summary I spoke about how
any needles in summary I spoke about how Pylos don’t just jump on an airplane and
Pylos don’t just jump on an airplane and
Pylos don’t just jump on an airplane and fly right away they learn on a simulator
fly right away they learn on a simulator
fly right away they learn on a simulator new to code serves as a simulator but
new to code serves as a simulator but
new to code serves as a simulator but for coding before that I spoke about how
for coding before that I spoke about how
for coding before that I spoke about how influential parents are when it comes to
influential parents are when it comes to
influential parents are when it comes to their pet their children choose to
their pet their children choose to
their pet their children choose to follow
follow
follow we cannot focus on the children alone we
we cannot focus on the children alone we
we cannot focus on the children alone we need to include the parents in the
need to include the parents in the
need to include the parents in the process the mothers the grandmothers at
process the mothers the grandmothers at
process the mothers the grandmothers at the start opposed to questions whatever
the start opposed to questions whatever
the start opposed to questions whatever goal with no computer could learn how to
goal with no computer could learn how to
goal with no computer could learn how to code
code
code and what if hey teacher could be a
and what if hey teacher could be a
and what if hey teacher could be a grandmother who never went to college
grandmother who never went to college
grandmother who never went to college knitting is a way to change things it
knitting is a way to change things it
knitting is a way to change things it could increase the number of girls in
could increase the number of girls in
could increase the number of girls in tech and who knows maybe even lead to
tech and who knows maybe even lead to
tech and who knows maybe even lead to more boys knitting I encourage you today
more boys knitting I encourage you today
more boys knitting I encourage you today to join me in supporting or starting a
to join me in supporting or starting a
to join me in supporting or starting a new to code club in your community and
new to code club in your community and
new to code club in your community and equipping children who would have never
equipping children who would have never
equipping children who would have never had the opportunity to code and we can
had the opportunity to code and we can
had the opportunity to code and we can together break the cycle of disadvantage
together break the cycle of disadvantage
together break the cycle of disadvantage thank you
thank you
thank you [Applause]
”
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