Code is the next universal language. In the seventies, it was punk music that drove the whole generation. In the eighties, it was probably money. But for my generation of people, software is the interface to our imagination and our world. And that means that we need a radically, radically more diverse set of people to build those products, to not see computers as mechanical and lonely and boring and magic, to see them as things that they can tinker and turn around and twist, and so forth.
Koda je naslednji univerzalni jezik. V sedemdesetih je našo generacijo vodila punk glasba. V osemdesetih je bil to verjetno denar. Za mojo generacijo ljudi je programska oprema glavna podlaga naši domišljiji in našemu svetu. To pomeni, da potrebujemo zelo zelo raznoliko vrsto ljudi, da ustvarjajo takšne izdelke, ki ne vidijo računalnikov kot mehanične, osamljene, dolgočasne in magične, ampak kot predmete, s katerimi se lahko ukvarjajo, jih obračajo okoli, zvijajo in tako naprej.
My personal journey into the world of programming and technology started at the tender age of 14. I had this mad teenage crush on an older man, and the older man in question just happened to be the then Vice President of the United States, Mr. Al Gore. And I did what every single teenage girl would want to do. I wanted to somehow express all of this love, so I built him a website, it's over here. And in 2001, there was no Tumblr, there was no Facebook, there was no Pinterest. So I needed to learn to code in order to express all of this longing and loving.
Moje osebno potovanje v svet programiranja in tehnologije se je začelo pri mojih rosnih štirinajstih letih. Moja srednješolska simpatija je bil starejši moški in ta starejši moški je bil čisto slučajno takratni podpredsednik ZDA, gospod Al Gore. In seveda sem naredila, kar bi storila vsaka najstnica. Želela sem mu nekako pokazati vso svojo ljubezen, zato sem zanj naredila spletno stran, ki jo vidite tukaj. In v 2001 še ni bilo Tumblrja, ni bilo Facebooka, niti Pinteresta. Zato sem se morala naučiti programirati, da bi lahko izrazila vso hrepenenje in ljubezen.
And that is how programming started for me. It started as a means of self-expression. Just like when I was smaller, I would use crayons and legos. And when I was older, I would use guitar lessons and theater plays. But then, there were other things to get excited about, like poetry and knitting socks and conjugating French irregular verbs and coming up with make-believe worlds and Bertrand Russell and his philosophy. And I started to be one of those people who felt that computers are boring and technical and lonely.
Tako sem začela programirati. Začelo se je kot sredstvo za samoizražanje. Kot takrat, ko sem bila manjša in sem uporabila voščenke in lego kocke. Nato, ko sem bila starejša, ure učenja kitare in gledališke igre. Takrat pa so se začele druge reči, ki sem se jih veselila kot so poezija in pletenje nogavic in spreganje francoskih nepravilnih glagolov in ustvarjanje izmišljenih svetov in Bertrand Russel in njegova filozofija. Postala sem ena izmed tistih ljudi, ki mislijo, da so računalniki dolgočasni, tehnični in osamljeni.
Here's what I think today. Little girls don't know that they are not supposed to like computers. Little girls are amazing. They are really, really good at concentrating on things and being exact and they ask amazing questions like, "What?" and "Why?" and "How?" and "What if?" And they don't know that they are not supposed to like computers. It's the parents who do. It's us parents who feel like computer science is this esoteric, weird science discipline that only belongs to the mystery makers. That it's almost as far removed from everyday life as, say, nuclear physics.
Veste, kaj mislim danes? Mlada dekleta ne vedo, da jim računalniki ne smejo biti všeč. Mlada dekleta so osupljiva, so res res dobra v koncentriranju na stvari in v natančnosti in sprašujejo izjemna vprašanja kot "Kaj?" in "Zakaj?" in "Kako?" in "Kaj pa če?" In ne vedo, da jim računalniki ne bi smeli biti všeč. Starši vedo. Nam staršem se zdi, da je računalniška znanost abstraktna, čudna znanstvena disciplina, ki pripada le ustvarjalcem skrivnosti. To je skoraj tako izven vsakdanjega sveta, kot, naprimer, jedrska fizika.
And they are partly right about that. There's a lot of syntax and controls and data structures and algorithms and practices, protocols and paradigms in programming. And we as a community, we've made computers smaller and smaller. We've built layers and layers of abstraction on top of each other between the man and the machine to the point that we no longer have any idea how computers work or how to talk to them. And we do teach our kids how the human body works, we teach them how the combustion engine functions and we even tell them that if you want to really be an astronaut you can become one. But when the kid comes to us and asks, "So, what is a bubble sort algorithm?" Or, "How does the computer know what happens when I press 'play,' how does it know which video to show?" Or, "Linda, is Internet a place?" We adults, we grow oddly silent. "It's magic," some of us say. "It's too complicated," the others say.
In deloma imajo prav. Tu je veliko sintakse, kontrol in podatkovnih struktur in algoritmov in praks, protokolov, paradigem v programiranju. Mi kot skupnost smo računalnike zmanjšali. Zgradili smo mnoge plasti abstraktnosti med človekom in strojem eno vrh druge do točke, ko več ne vemo, kako računalniki delujejo, ali kako se pogovarjati z njimi. In seveda učimo otroke o tem, kako deluje človeško telo, učimo jih o delovanju motorjev z notranjim izgorevanjem, povemo jim celo, da če hočejo biti astronavti, da to lahko postanejo. Ampak ko otrok pride do nas in nas vpraša: "Kaj je algoritem mehurčnega urejanja?" ali "Kako računalnik ve, kaj se zgodi, ko jaz pritisnem na tipko 'Play', kako ve, kateri video mi mora pokazati?" ali "Linda, a je internet kraj?" Mi odrasli začuda utihnemo. "Čarovnija je," rečemo nekateri. "Preveč je zakomplicirano," rečejo drugi.
Well, it's neither. It's not magic and it's not complicated. It all just happened really, really, really fast. Computer scientists built these amazing, beautiful machines, but they made them very, very foreign to us, and also the language we speak to the computers so that we don't know how to speak to the computers anymore without our fancy user interfaces.
No, nič od tega ni res. Ni čarovnija in ni zapleteno. Le zgodilo se je res, res, res hitro. Računalničarji so zgradili te osupljive, prelepe stroje, ampak so jih naredili nam zelo zelo tuje in enako so naredili z jezikom, s katerim govorimo z njimi, zato da ne vemo, kako se pogovarjati s računalniki, ne da bi uporabljali posebne uporabniške vmesnike.
And that's why no one recognized that when I was conjugating French irregular verbs, I was actually practicing my pattern recognition skills. And when I was excited about knitting, I actually was following a sequence of symbolic commands that included loops inside of them. And that Bertrand Russell's lifelong quest to find an exact language between English and mathematics found its home inside of a computer. I was a programmer, but no one knew it.
Zato ni nihče prepoznal, da ko sem jaz spregala francoske nepravilne glagole, sem se pravzaprav učila spretnosti prepoznavanja vzorcev. Ko pa sem bila navdušena nad pletenjem, sem dejansko sledila zaporedju simboličnih zahtev, ki so vključevale zanke. In Bertrand Russelov življenjski izziv najti jasen jezik med angleščino in matematiko je našel svoj dom v notranjosti računalnika. Bila sem programerka, a tega nihče ni vedel.
The kids of today, they tap, swipe and pinch their way through the world. But unless we give them tools to build with computers, we are raising only consumers instead of creators.
Današnji otroci tipkajo, drsajo in pritiskajo svojo pot skozi svet. Ampak če jim ne damo orodij, da gradijo z računalniki, potem vzgajamo samo potrošnike, namesto ustvarjalcev.
This whole quest led me to this little girl. Her name is Ruby, she is six years old. She is completely fearless, imaginative and a little bit bossy. And every time I would run into a problem in trying to teach myself programming like, "What is object-oriented design or what is garbage collection?", I would try to imagine how a six-year-old little girl would explain the problem.
Ta celotna pot me je pripeljala do tega dekleta. Njeno ime je Rubi, stara je šest let. Je popolnoma neustrašna, polna domišljije in malo ukazovalna. In vsakič, ko pri učenju programiranja naletim na problem, kot recimo "Kaj je objektno-orientirano oblikovanje ali kaj je zbirka smeti?", si predstavljam, kako bi šestletno dekle pojasnilo problem.
And I wrote a book about her and I illustrated it and the things Ruby taught me go like this. Ruby taught me that you're not supposed to be afraid of the bugs under your bed. And even the biggest of the problems are a group of tiny problems stuck together. And Ruby also introduced me to her friends, the colorful side of the Internet culture. She has friends like the Snow Leopard, who is beautiful but doesn't want to play with the other kids. And she has friends like the green robots that are really friendly but super messy. And she has friends like Linux the penguin who's really ruthlessly efficient, but somewhat hard to understand. And idealistic foxes, and so on.
Zato sem o njej napisala knjigo, jo ilustrirala in kar me je Ruby naučila, je sledeče. Naučila me je, da me ne sme biti strah žuželk pod posteljo. In da so tudi največje težave le skupek majcenih težav zlepljenih skupaj. Ruby me je tudi predstavila svojim prijateljem na barviti strani internetne kulture. Ima prijatelje, kot je Snežni Leopard, ki je čudovit, ampak se ne želi igrati z ostalimi otroci. Ima prijatelje, kot so zeleni roboti, ki so zelo prijazni, ampak zelo neurejeni. Ima tudi prijatelje, kot so pingvin Linux, ki je neusmiljeno učinkovit, ampak precej težko razumljiv. In idealistične lisice ter tako naprej.
In Ruby's world, you learn technology through play. And, for instance, computers are really good at repeating stuff, so the way Ruby would teach loops goes like this. This is Ruby's favorite dance move, it goes, "Clap, clap, stomp, stomp clap, clap and jump." And you learn counter loops by repeating that four times. And you learn while loops by repeating that sequence while I'm standing on one leg. And you learn until loops by repeating that sequence until mom gets really mad. (Laughter) And most of all, you learn that there are no ready answers.
V Rubyjinem svetu se o tehnologiji učiš skozi igro. In, na primer, računalniki so zelo dobri v ponavljanju stvari zato bi Ruby zanke učila takole. Tole je njen najljubši plesni gib, ki gre: "Plosk, plosk, topot, topot. plosk, plosk in skok." In zanke s števci se naučiš tako, da to štirikrat ponoviš. Pogojne zanke se naučiš s ponavljanjem tega zaporedja, medtem ko jaz stojim na eni nogi. Zanke s pogojem "dokler" pa se naučiš s ponavljanjem tega zaporedja, dokler se mama ne razjezi. (Smeh) Predvsem se pa naučiš, da ni nikjer pripravljenih odgovorov.
When coming up with the curriculum for Ruby's world, I needed to really ask the kids how they see the world and what kind of questions they have and I would organize play testing sessions. I would start by showing the kids these four pictures. I would show them a picture of a car, a grocery store, a dog and a toilet. And I would ask, "Which one of these do you think is a computer?" And the kids would be very conservative and go, "None of these is a computer. I know what a computer is: it's that glowing box in front of which mom or dad spends way too much time." But then we would talk and we would discover that actually, a car is a computer, it has a navigation system inside of it. And a dog -- a dog might not be a computer, but it has a collar and the collar might have a computer inside of it. And grocery stores, they have so many different kinds of computers, like the cashier system and the burglar alarms. And kids, you know what? In Japan, toilets are computers and there's even hackers who hack them. (Laughter)
Ko sem pripravljala kurikulum za Rubyjin svet, sem morala vprašati otroke, kako oni vidijo svet in kakšna vprašanja imajo, nato pa sem organizirala seanse testnih iger. Začela sem s tem, da sem otrokom pokazala te štiri slike. Pokazala sem jim sliko avta, trgovine, psa in stranišča. Vprašala sem jih: "Katera od teh slik, misliš, da je računalnik?" In otroci so odgovarjali zelo konzervativno in rekli: "Nič od tega ni računalnik. Vem, kaj je računalnik: to je tista svetleča škatla pred katero mama ali oče preživi preveč časa." Ampak nato smo se pogovorili in smo odkrili, da je pravzaprav tudi avto računalnik, saj ima v sebi navigacijski sistem. In pes - pes že morda ni računalnik, ima pa ovratnico in znotraj ovratnice je lahko računalnik. In trgovine, tam je veliko vrst različnih računalnikov, kot naprimer blagajna in protivlomni alarmi. In otroci, veste kaj? Na Japonskem so stranišča računalniki in obstajajo tudi hekerji, ki vdirajo vanje. (Smeh)
And we go further and I give them these little stickers with an on/off button on them. And I tell the kids, "Today you have this magic ability to make anything in this room into a computer." And again, the kids go, "Sounds really hard, I don't know the right answer for this." But I tell them, "Don't worry, your parents don't know the right answer, either. They've just started to hear about this thing called The Internet of Things. But you kids, you are going to be the ones who are really going to live up in a world where everything is a computer."
In gremo naprej, dam jim takšne male nalepke z gumbom on/off in jim povem: "Danes imaš čarovniško sposobnost, da lahko karkoli v tej sobi spremeniš v računalnik." Takrat spet rečejo: "Tole je pa zelo težko, ne poznam pravega odgovora na to." Ampak jim rečem: "Ne skrbi, tvoji starši tudi ne poznajo pravilnega odgovora. Oni so šele zdaj slišali o zadevi, ki ji pravimo Internet stvari. Ampak vi otroci boste tisti, ki boste zares zaživeli v svetu, kjer je vse računalnik.
And then I had this little girl who came to me and took a bicycle lamp and she said, "This bicycle lamp, if it were a computer, it would change colors." And I said, "That's a really good idea, what else could it do?" And she thinks and she thinks, and she goes, "If this bicycle lamp were a computer, we could go on a biking trip with my father and we would sleep in a tent and this biking lamp could also be a movie projector." And that's the moment I'm looking for, the moment when the kid realizes that the world is definitely not ready yet, that a really awesome way of making the world more ready is by building technology and that each one of us can be a part of that change.
Nato je do mene prišla majhna punčka, vzela luč s kolesa in rekla: "Če bi bila tale luč računalnik, bi lahko spreminjala barve." Nato sem rekla: "To je res dobra ideja, kaj bi še lahko počela?" Ona razmišlja in razmišlja in reče: "Če bi bila tale luč računalnik, bi lahko z očetom šla na izlet s kolesom, spala bi v šotoru in ta luč bi lahko bila filmski projektor." In to je trenutek, ki ga iščem, trenutek, ko se otrok zave, da svet zagotovo še ni pripravljen, da je res super način, kako še bolj pripraviti svet, izgradnja tehnologije in da je vsak od nas lahko del te spremembe.
Final story, we also built a computer. And we got to know the bossy CPU and the helpful RAM and ROM that help it remember things. And after we've assembled our computer together, we also design an application for it. And my favorite story is this little boy, he's six years old and his favorite thing in the world is to be an astronaut. And the boy, he has these huge headphones on and he's completely immersed in his tiny paper computer because you see, he's built his own intergalactic planetary navigation application. And his father, the lone astronaut in the Martian orbit, is on the other side of the room and the boy's important mission is to bring the father safely back to earth. And these kids are going to have a profoundly different view of the world and the way we build it with technology.
Na koncu smo tudi zgradili računalnik. Spoznali smo ukazovalno CPE in ustrežljiva RAM in ROM, ki pomagata, da se spomnimo stvari. Ko smo sestavili naš celoten računalnik, smo tudi naredili aplikacijo zanj. Moja najljubša zgodba je en majhen deček, star šest let, ki bi najraje na svetu postal astronavt. Ta fant ima na sebi ogromne slušalke in je popolnoma zatopljen v svoj tanek papirnati računalnik, zato ker, veste, si je zgradil svojo intergalaktično planetarno navigacijsko aplikacijo. Njegov oče, osamljen astronavt v Marsovi orbiti, je na drugi strani sobe in fantkova pomembna misija je, da pripelje svojega očeta varno nazaj na Zemljo. Ti otroci bodo imeli precej drugačen pogled na naš svet in na to, kako ga gradimo s tehnologijo.
Finally, the more approachable, the more inclusive, and the more diverse we make the world of technology, the more colorful and better the world will look like. So, imagine with me, for a moment, a world where the stories we tell about how things get made don't only include the twentysomething-year-old Silicon Valley boys, but also Kenyan schoolgirls and Norwegian librarians. Imagine a world where the little Ada Lovelaces of tomorrow, who live in a permanent reality of 1s and 0s, they grow up to be very optimistic and brave about technology. They embrace the powers and the opportunities and the limitations of the world. A world of technology that is wonderful, whimsical and a tiny bit weird.
Končno, bolj dostopen, bolj vključujoč in bolj raznolik svet tehnologije naredimo, bolj barvito in boljše bo izgledal svet. Zato si zamislite za trenutek svet v katerem zgodbe, ki jih govorimo o tem, kako so stvari narejene, ne vključujejo samo dvajset-nekaj letnih fantov iz Silikonske doline, ampak tudi kenijske šolarke in norveške knjižničarke. Predstavljajte si svet, kjer male Ade Lovelaces prihodnjih dni, ki živijo v trajni resničnosti enic in ničel, z optimizmom in pogumom zrejo v tehnologijo. Sprejmejo moči in priložnosti ter omejitve sveta. Sveta tehnologije, ki je čudovit, muhast in čisto malo čuden.
When I was a girl, I wanted to be a storyteller. I loved make-believe worlds and my favorite thing to do was to wake up in the mornings in Moominvalley. In the afternoons, I would roam around the Tatooines. And in the evenings, I would go to sleep in Narnia. And programming turned out to be the perfect profession for me. I still create worlds. Instead of stories, I do them with code.
Ko sem bila še dekle, sem želela biti pripovedovalka zgodb, rada sem imela izmišljene svetove in najraje sem se zbudila v jutra v Mumindolu. Popoldne sem marširala okoli Tatooinov. Ob večerih sem šla spat v Narnijo. Programiranje se je izkazalo kot popoln poklic zame. Še vedno ustvarjam svetove. Namesto v zgodbah, si jih izmislim v kodi.
Programming gives me this amazing power to build my whole little universe with its own rules and paradigms and practices. Create something out of nothing with the pure power of logic.
Programiranje mi da to izjemno moč, izgraditi moje celotno malo vesolje z lastnimi pravili in paradigmami in praksami. Ustvarite nekaj iz nič s čisto močjo logike.
Thank you.
Hvala.
(Applause)
(Aplavz)