Translator: Vehbi Neziri Reviewer: Helena Bedalli
How did you imagine your future when you were a kid?
Was it a future with robots?
As an ‘automatic’ family with a family robot like Rosie?
(Laughter)
Rosie was a robot from the 1980 “The Jetsons” TV show.
She did all the housework and cared for the family,
sometimes even the delivery of daily food into family pills.
So have you seen your future?
I yes.
I was the child who did not just see a future with robots
but a future where I was a teacher.
I had some excellent teachers who really inspired me.
They used dolls, crafts, experiments,
and all focused on giving all children the opportunity to learn.
These were the practical activities that I mostly remember as children.
That’s what I wanted:
to ensure that my future students have the opportunity to be inspired.
However, I did not go straight from school to teaching.
I went to a school where it was unusual to go to university,
especially for a girl.
I went to work in the public service.
They told me it was a great job, as it was safe.
Well, then it was.
I learned a lot from work with the government departments I worked with.
And while there was no robots, I discovered an interesting technology.
I was with the public service
when we had the big rise of computers in the late 1980s.
When the demand for computers
was to make our jobs more efficient and less labor intensive.
And while we are not yet in the Rosie phase,
we are starting to look for robots
to make our lives more accurate, more efficient, and less intense.
With the speed and development of robotic technology
and the potential impact on our world, we can
and we must do more to put children in the front of the robot.
It is likely that robots and automation will replace
many of their jobs in the future.
Some say it will be 40% in the next 10 to 15 years.
So how do we prepare the children to face this future?
By showing how they can help shape them.
They can and should be part of the discussion
for our future with robots,
understanding how they can be used ethically
and what skills are needed for this upcoming world.
We do not know how far we can go with robotics technology.
Our kids will tell us this.
The benefits of robots in the classroom
it’s not just kids engaging with technology.
And robots belong to each class,
because practical activities can transform the lesson.
It is important for the children to be excited about their learning.
But it is also important for all children
be given an opportunity to prove themselves,
and so they become promoters of their favorite future.
Children know why we have robots in school.
They tell me they engage them,
help them understand science and technology,
do not make them think of the future.
Robot learning is fun.
Researchers as I have previously shown
that children engage in robotics activities at school
it is more likely to continue to study SHTIM.
ShTIM is abbreviation for Science, Technology, Engineering and Mathematics.
The term ShTIM is used to combine these classroom areas.
Robotics is a wonderful tool for teaching the subjects of ShTIM,
and ShTIM capabilities that have been identified as essential
for the development of creative thinkers and problem solvers;
skills needed for future jobs
and solving major world problems.
It is frightening that most children in Australia decide not to study SHTIM,
and children from poorer areas are less likely to study these subjects.
Even today children in the area, like what I attended school
there is still less likely to go to university.
So how do we make them engage with SHTIM?
Children say robots are engaging.
By interacting with robots, building robots,
moving and programming robots,
children create skills and enhance their knowledge in TIM.
Practical application of these concepts TTIM
allows them to apply their lesson and increase their understanding.
Children are involved in practical activities
as they code and build their robots.
It also gives an assessment of what can be done with this technology.
Even young children can be presented to them
easy visual programming tools that can help you work with robots.
If you are worried
children working with robots are sitting in front of the computer,
they are developing skills while building and programming their robots.
They move around the room building their robots,
working on the table or floor to test their robots,
and to develop the programming sequences that their robots will follow.
Every year, in robotic tours across the country,
you will see the children assembled around the robots
and have fun with math and science.
They are using their robots to think
and to work together to solve the problems in the teams
while doing predictions and testing and adapting their robots.
Because it’s easy to see if a robot moves properly,
they get instant feedback if their coding works or not.
Learning to encrypt has to do with learning to solve problems,
it is necessary to break the problem of recognizing patterns,
and thinking logically.
Robot code teaches children to think logically
because the robot will not do anything you do not tell them to do.
Must use algorithms that include sequencing, branching, and repetition.
Let’s understand that when we talk about taking children with robotics and coding
means to do it in the right ways for age.
Starting new with simple ideas
and relying on them throughout the school year of the child,
we can help not only develop a good understanding of robots and coding
but also help them develop their skills
for solving problems, computer thinking and creativity.
These are children who will not only be consumers
robotics technology, but builders, manufacturers and programmers.
So robotic education is to make kids excited about SHTIM,
has to do with the production of engineers, researchers, scientists and innovators.
But it’s also something more.
It is about encouraging children to learn
and for their future;
Every child, every school.
To do this, we must address the resources to the schools.
I run a program of achieving robotics
which works with over 50 schools from low-income areas.
Abroad call these communities with inadequate services.
For most of the schools we work with, the only approach
which robots are for the robots we provide them.
The problem is that we need to reach more schools.
We must reach every school and every child,
of every child needs access to technology at school, including robots.
But not all schools have robots.
Not every child has access to robots.
Not every child has access to coding.
Not every kid has access to these fun learning activities.
And not every child is allowed to make choices for their own future.
Robots are also part of their future.
So next time you talk to a young man, do not ask them,
“What do you want to become when you grow up?”
Ask them, “What kind of future do you want?”
Thank you.
(Applause)
How did you imagine your future when you were a kid?
Was it a future with robots?
As an ‘automatic’ family with a family robot like Rosie?
(Laughter)
Rosie was a robot from the 1980 “The Jetsons” TV show.
She did all the housework and cared for the family,
sometimes even the delivery of daily food into family pills.
So have you seen your future?
I yes.
I was the child who did not just see a future with robots
but a future where I was a teacher.
I had some excellent teachers who really inspired me.
They used dolls, crafts, experiments,
and all focused on giving all children the opportunity to learn.
These were the practical activities that I mostly remember as children.
That’s what I wanted:
to ensure that my future students have the opportunity to be inspired.
However, I did not go straight from school to teaching.
I went to a school where it was unusual to go to university,
especially for a girl.
I went to work in the public service.
They told me it was a great job, as it was safe.
Well, then it was.
I learned a lot from work with the government departments I worked with.
And while there was no robots, I discovered an interesting technology.
I was with the public service
when we had the big rise of computers in the late 1980s.
When the demand for computers
was to make our jobs more efficient and less labor intensive.
And while we are not yet in the Rosie phase,
we are starting to look for robots
to make our lives more accurate, more efficient, and less intense.
With the speed and development of robotic technology
and the potential impact on our world, we can
and we must do more to put children in the front of the robot.
It is likely that robots and automation will replace
many of their jobs in the future.
Some say it will be 40% in the next 10 to 15 years.
So how do we prepare the children to face this future?
By showing how they can help shape them.
They can and should be part of the discussion
for our future with robots,
understanding how they can be used ethically
and what skills are needed for this upcoming world.
We do not know how far we can go with robotics technology.
Our kids will tell us this.
The benefits of robots in the classroom
it’s not just kids engaging with technology.
And robots belong to each class,
because practical activities can transform the lesson.
It is important for the children to be excited about their learning.
But it is also important for all children
be given an opportunity to prove themselves,
and so they become promoters of their favorite future.
Children know why we have robots in school.
They tell me they engage them,
help them understand science and technology,
do not make them think of the future.
Robot learning is fun.
Researchers as I have previously shown
that children engage in robotics activities at school
it is more likely to continue to study SHTIM.
ShTIM is abbreviation for Science, Technology, Engineering and Mathematics.
The term ShTIM is used to combine these classroom areas.
Robotics is a wonderful tool for teaching the subjects of ShTIM,
and ShTIM capabilities that have been identified as essential
for the development of creative thinkers and problem solvers;
skills needed for future jobs
and solving major world problems.
It is frightening that most children in Australia decide not to study SHTIM,
and children from poorer areas are less likely to study these subjects.
Even today children in the area, like what I attended school
there is still less likely to go to university.
So how do we make them engage with SHTIM?
Children say robots are engaging.
By interacting with robots, building robots,
moving and programming robots,
children create skills and enhance their knowledge in TIM.
Practical application of these concepts TTIM
allows them to apply their lesson and increase their understanding.
Children are involved in practical activities
as they code and build their robots.
It also gives an assessment of what can be done with this technology.
Even young children can be presented to them
easy visual programming tools that can help you work with robots.
If you are worried
children working with robots are sitting in front of the computer,
they are developing skills while building and programming their robots.
They move around the room building their robots,
working on the table or floor to test their robots,
and to develop the programming sequences that their robots will follow.
Every year, in robotic tours across the country,
you will see the children assembled around the robots
and have fun with math and science.
They are using their robots to think
and to work together to solve the problems in the teams
while doing predictions and testing and adapting their robots.
Because it’s easy to see if a robot moves properly,
they get instant feedback if their coding works or not.
Learning to encrypt has to do with learning to solve problems,
it is necessary to break the problem of recognizing patterns,
and thinking logically.
Robot code teaches children to think logically
because the robot will not do anything you do not tell them to do.
Must use algorithms that include sequencing, branching, and repetition.
Let’s understand that when we talk about taking children with robotics and coding
means to do it in the right ways for age.
Starting new with simple ideas
and relying on them throughout the school year of the child,
we can help not only develop a good understanding of robots and coding
but also help them develop their skills
for solving problems, computer thinking and creativity.
These are children who will not only be consumers
robotics technology, but builders, manufacturers and programmers.
So robotic education is to make kids excited about SHTIM,
has to do with the production of engineers, researchers, scientists and innovators.
But it’s also something more.
It is about encouraging children to learn
and for their future;
Every child, every school.
To do this, we must address the resources to the schools.
I run a program of achieving robotics
which works with over 50 schools from low-income areas.
Abroad call these communities with inadequate services.
For most of the schools we work with, the only approach
which robots are for the robots we provide them.
The problem is that we need to reach more schools.
We must reach every school and every child,
of every child needs access to technology at school, including robots.
But not all schools have robots.
Not every child has access to robots.
Not every child has access to coding.
Not every kid has access to these fun learning activities.
And not every child is allowed to make choices for their own future.
Robots are also part of their future.
So next time you talk to a young man, do not ask them,
“What do you want to become when you grow up?”
Ask them, “What kind of future do you want?”
Thank you.
(Applause)
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