A global, online open source development & outreach contestÂ for preÂ-college students ages 13-Â17
The Google Code-Âin contest gives students around the world an opportunity to explore the world ofÂ open source development. Google not only runs open source software throughout our business, weÂ value the way the open source model encourages people to work together on shared goals over theÂ internet.
Give it a try from December 7th, 2015 to January 25th, 2016!
Participants complete â€œtasksâ€ of their choice for a variety of open source software projects. StudentsÂ can earn t-Âshirts, certificates, and hooded sweatshirts for their work. Each software project will nameÂ two students as their grand prize winners and those students win a four day trip to inÂ Mountain View, CA, USA in June 2016.
Since open source development is much more than just computer programming, there are lots ofÂ different kinds of tasks to choose from, broken out into five major categories:
1. Code: Writing or refactoring code
2. Documentation/Training: Creating and editing documentation and helping others learn
3. Outreach/Research: Community management and outreach/marketing, or studying problems andÂ recommending solutions
4. Quality Assurance: Testing to ensure code is of high quality
5. User interface: User experience research or user interface design
This year students can work with 14 open source organizations: Apertium, Copyleft Games Group,Â Drupal, FOSSASIA, Haiku, KDE, MetaBrainz, OpenMRS, RTEMS, SCoRe, Sugar Labs, Systers,Â Ubuntu, and Wikimedia Foundation.
Over the past five years, over 2200 students from 87 countries completed at least one task in theÂ contest. This year we hope to have even more students participate globally. Please help us spreadÂ the word and bring more students into the open source family!
Visit g.co/codein to learn more about the contest. For even more information and contest updates,Â read our Frequently Asked Questions, follow our blog or join our mailing list.
The Google Code-Âin contest starts on December 7, 2015!
El proceso iniciÃ³ con una etapa deÂ ideaciÃ³nÂ a partir de un reto de innovaciÃ³n:Â Â¿CÃ³mo empoderar a los niÃ±os y las niÃ±as como agentes de cambio usando las herramientas tecnolÃ³gicas para ayudar a sus familias a superar su condiciÃ³n de pobreza extrema?
Posteriormente se realizÃ³ la fase deÂ pilotaje,Â a la que se uniÃ³ ChÃa, un municipio de avanzada, cuyo lema en el Plan de Desarrollo es ser unÂ territorio inteligente e innovador; ademÃ¡s de una Zona Libre de Pobreza Extrema.
En este momento crucial se pusieron en marcha las estrategias planteadas con las familias de la Red Unidos del municipio, con el objetivo de empoderar a los niÃ±os y niÃ±as de 7 a 13 aÃ±os comoÂ agentes de cambioÂ dentro del proceso de corresponsabilidad familiar para superar las trampas de la pobreza.
Fueron nueve (9) meses de trabajo con los niÃ±os, las niÃ±as y sus familias en los cuales se desarrollaron mÃºltiples encuentros presenciales que involucraron a todos los participantes en la estructuraciÃ³n de proyectos que harÃan realidad los aprendizajes adquiridos. Igualmente, durante la ejecuciÃ³n del proyecto, los niÃ±os y niÃ±as jugaron los tres videojuegos diseÃ±ados especialmente para facilitar el aprendizaje de logros relacionados con las dimensiones de nutriciÃ³n y dinÃ¡mica familiar.
Gracias a este proyecto se logrÃ³ generar una cultura de uso de las nuevas tecnologÃas al interior de cada hogar. De la misma manera, se obtuvieron importantes aprendizajes relacionados con la dinÃ¡mica familiar: la importancia del diÃ¡logo, Â no lastimar fÃsicamente, compartir mÃ¡s tiempo en familia, comunicar lo que se siente y lo mÃ¡s relevante, las familias conocieron las rutas y estrategias para prevenir y enfrentar el abuso sexual infantil.
Respecto a la nutriciÃ³n, los participantes adquirieron mejores hÃ¡bitos de manipulaciÃ³n de alimentos y aumentaron el consumo de frutas y verduras.
Cabe resaltar que se logrÃ³ un nivel de participaciÃ³n en los encuentros presenciales, del 73% en niÃ±os y niÃ±as, y del 64% en los padres de familia, con un 94% de permanencia de las familias en el proyecto.
El juego desde un entorno digital (videojuegos), y un entorno fÃsico (la lÃºdica en los encuentros de aprendizaje), conectÃ³ a los participantes de todas las edades con los objetivos del proyecto generando co-responsabilidad y apropiaciÃ³n comunitaria, aspectos claves para la sostenibilidad de los proyectos sociales.
The laptops fromÂ One Laptop per ChildÂ (OLPC) are powered by their own individual solar panels, which eliminates the immediate need of providing electricity for the school. The computersâ€™ programmes are also able to operate without Internet access when necessary, although Internet access is a plus.
â€œI am delighted to be working with Travel Sommelier who helped plan our wonderful trip to Zambia and with Children in the Wilderness (CITW) to bring One Laptop per Child (OLPC) computers to rural schools in Africa. The project, Hennyâ€™s Kids, is named for my mother, Henrietta, who was an elementary school teacherâ€, says Candyce H. Stapen. â€œShe would have been extremely proud to see how quickly the children learned how to use their new laptops and she would have been delighted to provide access to reading material and to a whole new world of educational opportunities.â€
According to Dr. Sue Snyman, Programme Director for CITW, one of the main priority needs previously identified by the School PTA and village headmen was access to computers. Toka Leyaâ€™s GM, Petros Guwa, and Dr. Snyman work closely with the school in terms of community development projects and meet with the PTA on a regular basis. â€œThe teachers are extremely enthusiastic and proactive and we will be working with them an ongoing basis to ensure the correct assistance and training is received. Ideally we are hoping to grow this project so that the school has the required number of laptops to ensure maximum benefits to both the children and teachersâ€, Snyman added.
OLPC is a non-profit organization founded in 2005 with the goal of transforming education by providing every child with access to a connected laptop computer, the XO laptop. Connected laptops provide a cost-effective way to create learning environments that facilitate the greatest possible development of all children. OLPC is driven by a firm belief that laptops have a unique ability to leverage childrenâ€™s innate curiosity and desire to learn, to develop critical thinking skills, and to foster a lifelong love of learning.
A laptop and solar panel, plus shipping fees, cost USD350. Donations of any amount are welcome. To assist us with achieving the next minimum directed order of 100 laptops, please contact Candyce (firstname.lastname@example.org), Sue (email@example.com), or send a check or money order in U.S. dollars made out to One Laptop per Child for any amount. Please mail your donation to: Hennyâ€™s Kids, P.O.B. 42673, Washington, D.C. 20015-9998, USA.
My name is Reyna Flores. I teach a combination of multigrade grades third through sixth at the little schoolÂ Miguel Larreynaga in Tipitapa.
I hope that, like me, other teachers could have the opportunity to have the XO valuable pedagogical tool for improving the education of our children.
When working with the XO I tell my students that this computer is our “green little friend.” It includes great applications we call activities. We use them in any subject, and something else… We already have Internet! which allows us to enter the world of information.
Now, I want to share the pedagogical aspect in class:
As I teach four grades, the XO has been very important to increase the ammount of information, documents and materials that reinforce learning. I used to have difficulties when I taught geometrical bodies to third graders because there are children who have no geometric kits, then the activity called Paint Activity allows them to draw them.
When learning language arts, we use information obtained from Wikipedia and the children of the upper grades elaborate didactic schemes with the Maze activity as an alternative to reading techniques.
In physical education a stopwatch is needed to record the time-distance speed according to each student’s age. The XO has one.
In cultural and artistic expression we have no access to a marimba or the sounds that the student must know so here we come to the TamTamMini activity.
In science class, using the Record activity, children make their community tours taking pictures of what they believe is part of the environment and even pollution issues.
I also believe that the XO supports students who have some learning difficulties. For example, a child in third grade had pronunciation problems with the consonants L and R, so I asked him to write a list of words using the Sara activity, this way, the student could improve his diction.
At the end of each period, children take their homework and they relax with activities and Games that help them increase skills and mental agility.
Courage, dear colleagues! Let work for the children in Nicaragua. Lets focus on endeavor, affection, good will and the mystique that has always characterized teachers.
I invite other teachers to participate in the column “Teachers speak” because we must all learn from others’ experiences.
And a few months ago Karen Cator, Educational Technology Director at the US Department of Education, replied to a question from Miguel at a learning technology conference. She shares a few views from her Department, from Secterary Arne Duncan‘s interest in Uruguay’s leadership in empowering children, to issues of how long it takes to transition to such a program in our world of independent, federated states. Some states are saying that ‘by 2014 they want to be like Uruguay in terms of… laptop access‘.
OLPC-SF has posted their beautiful photobook with images from grassroots deployments around the world, along with a link to a print-on-demand service where you can order your own. I have one of these on my desk; it is beautiful! As Sameer says, “many thousands of words” in one smooth package.