The poetry of programming | Linda Liukas | TEDxCERN

Summary

The speaker emphasizes the importance of making technology accessible and engaging for diverse groups, particularly young girls. She shares her personal journey into coding, which began with building a website out of teenage admiration for Al Gore. Through playful teaching methods, she demonstrates how programming can be fun, imaginative, and creative. The talk advocates for fostering a generation of creators, not just consumers, and envisions a future where technology is built by people from all backgrounds, leading to a more colorful and innovative world.

Takeaways

• 🎸 In past decades, cultural movements were driven by things like punk music and money; today, software is the interface to our imagination and world.
• 👩‍💻 There's a need for a more diverse group of people to see computers as something they can tinker with, not something magical or boring.
• 🖥️ The speaker's journey into programming began at 14 when she created a website to express her teenage crush on Al Gore, showing that coding is a form of self-expression.
• 👧 Little girls are naturally curious and good at problem-solving, but societal perceptions often steer them away from computers.
• 🧠 Parents view computer science as mysterious and complex, but in reality, it's not magic—it's just been made foreign to us over time.
• 🎨 Programming is a creative discipline, comparable to art forms like poetry, music, or knitting—each of these involves pattern recognition and logic.
• 👾 Ruby, a fictional six-year-old girl, teaches the speaker that programming can be learned through play, emphasizing the importance of creativity and imagination in technology education.
• 🔄 Kids should be taught to build with computers, not just use them—like how loops can be taught through playful activities.
• 🌐 The future belongs to those who understand that technology can make the world more ready, and it’s essential to raise creators, not just consumers.
• 🌍 Inclusivity in technology will make the world more colorful and diverse, and disruption starts with people who have a vision, not just the technology itself.

Q & A

What does the speaker mean by 'Code is the next universal language'?

The speaker suggests that coding will become as fundamental as spoken or written languages, serving as a primary tool for communication and creation in our digital world.

How did the speaker's journey into programming begin?

The speaker started programming at the age of 14, driven by a desire to express her feelings for then-Vice President Al Gore by building a website dedicated to him.

Why does the speaker believe more diverse people should learn to build technology?

The speaker believes that a broader range of voices is needed to create technology that reflects the diversity of human experiences and ensures that computers are not seen as intimidating or mechanical but as accessible tools for creativity.

What analogy does the speaker use to describe learning computer science, and why?

The speaker compares learning computer science to learning languages, like French irregular verbs or knitting patterns, emphasizing that it's a skill of recognizing patterns, following sequences, and solving problems, rather than something inherently difficult or boring.

What misconception do parents have about computers, according to the speaker?

Parents often believe that computer science is an esoteric, complex discipline far removed from everyday life, much like nuclear physics. This discourages children from engaging with technology.

How does the speaker use the character Ruby to teach programming concepts?

Ruby, a six-year-old girl, is used to explain programming concepts through imaginative play, like teaching loops using dance moves or learning algorithms through cupcake recipes. Ruby represents a playful approach to learning technology.

What example does the speaker give to explain how kids can understand technology differently?

The speaker shares a story of a little girl who imagined that if her bicycle lamp were a computer, it could change colors and project movies, showing how kids can think creatively about integrating technology into everyday objects.

What does the speaker mean by 'we are raising only consumers instead of creators'?

The speaker argues that unless children are given the tools to build and create with computers, they will grow up as passive consumers of technology rather than active creators who shape the digital world.

How does the speaker envision a more inclusive world of technology?

The speaker imagines a world where technology is shaped not just by Silicon Valley engineers but by diverse people from different backgrounds, such as Kenyan schoolgirls or Norwegian librarians, contributing to a richer and more colorful technological landscape.

Why does the speaker compare programming to poetry?

The speaker sees programming as a form of creative expression, where logic and rules can be used to build worlds, much like poetry uses language to create meaning. This highlights the artistry and imagination involved in coding.