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(Cross-posted on the Official Google Blog.)

Editor's note: Soledad O’Brien is a broadcast journalist and founder of Starfish Media Group. She is also CEO of the Starfish Foundation, which provides financial assistance and mentoring to help kids go to college. Recently, the Starfish Foundation launched virtual career tours using Google Expeditions, about which O’Brien joins us to talk about today. To become part of the Expeditions Pioneer beta program, sign up via this form. -Ed.

Kids dream about what they want to be when they grow up, but these dreams are often limited—built around the few professional people they know. What if children don’t know a veterinarian, an airplane pilot, a paleontologist, or someone in dozens of other careers? What if they lack access to internships or mentors? Can they ever dream big? I know from watching my own kids visit me at work, and from the scholars I mentor, that exposure to all kinds of professionals is the key to inspiring young people. When I first found out about Expeditions, I saw its potential for broadening the horizons of the student scholars we help at Starfish Foundation. I envisioned creating virtual reality Expeditions that let kids step into someone’s work day, simply by using phones and Google Cardboard viewers. So that’s what we did.
Soledad O'Brien with scholars from the Starfish Foundation.
Working with the Google Expeditions team, we created virtual reality tours that show kids the ins and out of careers they might not ever learn about otherwise. From flying an airplane to testing fossil samples, kids can see with their own eyes exactly what people do in many different scenarios. They can watch Carolyn Brown, director of surgery for the American Society for the Prevention of Cruelty to Animals, perform a procedure on a cat. Or join Mark Norell, a paleontology professor with the American Museum of Natural History, as he examines a velociraptor specimen up close. And today, schools participating in the Google Expeditions Pioneer Program and Expeditions beta will be able to go on an Expedition of the Google Mountain View campus to see what it’s like to work at Google.
A career Expedition on American Airlines Pilot, Pam Torell. The view is from the cockpit of one of her scheduled flights.
These Expeditions reveal what professionals like about their jobs, what they studied in school, and how they apply their knowledge to their work. Regular field trips are logistically challenging, and they don’t usually focus on careers. But with Expeditions, teachers can share an experience with students right in the classroom. You can’t fit 30 students in the cockpit of a plane, but you can get a virtual reality tour of one using Expeditions. And today, on “Take Your Kids to Work Day,” there’s no better time to get creative about exposing students to different types of jobs and workplace environments.

Children won’t know what jobs are possible if they don’t know the careers exist. Rather than just telling them, teachers can actually show them. With these career Expeditions, students can travel outside the classroom walls and be exposed to more ideas, places and opportunities than ever before.

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In August 2015 we launched YouTube Settings in Google Apps to give schools and other organizations a way to manage the YouTube experience for users logged in to their domains and on networks they manage. Today we’re happy to announce a number of new features to make these more flexible and easier to use.

Channel whitelisting 
Administrators and designated approvers can now whitelist entire channels, not just individual videos. For example, if you want to ensure that all current and future videos uploaded to your organization or school’s channel are watchable by your users, you can now simply add the entire channel to your approved list. Learn how to designate approvers.
Using YouTube settings in Google Apps for Education already gives your users access to all the videos on educational YouTube channels like Veritasium, but now your domain's video approvers can add other channels as well, like your school's YouTube channel.
More flexible options for administrators 
Administrators have new capabilities to help them manage YouTube to meet the needs of their organization.

  • Administrators can now choose between two levels of Restricted Mode restrictions -- strict or moderate -- for their logged-in users.
Admins can select between a strict and moderate level of restriction for YouTube.

  • Network managers can now use an HTTP header to enforce either strict or moderate restricted mode on managed devices. 
  •  Network managers can also use this new DNS configuration if they want to enforce moderate restricted mode on wifi networks they manage. 
  • Coming soon, logged-out users on YouTube’s mobile apps on restricted networks will also get a restricted experience. 
  • And since we know this can be tricky to set up, network managers can visit this page to ensure their network restrictions have been configured correctly.


YouTube for Schools 
In August we announced that we would no longer be maintaining YouTube for Schools (YT4S). As of July 1, 2016, YT4S will no longer be available. View the YouTube Settings in Google Apps Help Center for additional details.

More information 
Learn how to enable YouTube settings for your Google Apps domain and join the discussion in the product forum.

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Computer science education is a pathway to innovation, to creativity, and to exciting career prospects. No longer considered an optional skill, CS is quickly becoming a “new basic”, foundational for learning. In order for our students to be equipped for the world of tomorrow, we need to provide them with access to computer science education today.

At Google, we believe that all students deserve these opportunities. Today we join some of America’s leading companies, governors, and educators to support an open letter to Congress, asking for funding to provide every student in every school the opportunity to learn computer science. Google has long been committed to developing programs, resources, tools and community partnerships that make computer science engaging and accessible for all students.

We are strengthening that commitment today by announcing an additional investment of $10 million towards computer science education for 2017, along with the $23.5 million that we have allocated for 2016. This funding will allow us to build more resources, scale our programs, and provide additional support to our partners, with a goal of reaching an additional 5 million students.

With Congress’ help, we can ensure that every child has access to computer science education. Please join us by signing our online petition at www.change.org/computerscience.

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Editor's note: To celebrate Earth Day, we’re sharing how schools are using technology to be more environmentally friendly.

It’s a tradition in many parts of the world to plant a tree on April 22nd in honor of Earth Day, but some schools are going even further by reducing their use of paper and going digital. Here’s how environmentalism is coming to life in the classroom.

Going paperless 

When Chagrin Falls Exempted Village Schools in a suburb of Cleveland, Ohio, introduced Google for Education tools in 2014, they started down the path to becoming paperless. Today, students access handouts, work on assignments and turn them in using Google Classroom, decreasing the amount of printed pages by 100,000 sheets per year and reducing printing by 20 percent. This spring, teachers told Mike Daugherty, director of technology and information systems at Chagrin Schools, they haven’t been to the copier since the start of the school year.

“The traditional model of printing a worksheet for every student is wasteful and outdated,” says Daugherty. “Now printing is an afterthought for most classes.”

Similarly, with more than 900 students and 40 teachers, Westlake Charter Schools in Sacramento, California, used a lot of paper in the classroom and for administrative tasks. Since introducing Google for Education tools a year ago, the schools have reduced their paper use by a third, saving them thousands of dollars. For example, the board of directors stopped printing dozens of paper meeting agendas and policies, and now share Google Docs on a password-protected website. “Before, our schools went through 120 cases of paper a year on average — that’s over a million pieces of paper,” says John Eick, executive director at Westlake Charter Schools.
Students at Westlake Charter Schools use Chromebooks to access resources and turn in assignments, reducing their paper consumption.




Turning paper-based books into digital books

Tennessee’s Tullahoma City Schools took a creative earth-friendly approach by integrating interactive content into the classroom: they created digital textbooks using Google Docs. These open-source textbooks are accessible on any device and can be edited to include timely information, reducing the number of paper textbooks purchased. “Since our district is 1:1 in grades 3 through 12, we have the capability to deliver digital content electronically. However, those districts who are not 1:1 can still use open-source textbooks since hard copies can be generated and printed for students’ use at a fraction of the cost in comparison to paying a publisher $80 for a textbook,” says Dan Lawson, superintendent at Tullahoma City Schools.

The schools have transitioned to digital social studies and math content, and plan to have digital textbooks for all core subjects in the 2017-2018 school year. They’re also helping other schools create digital textbooks and take a green approach when introducing new technology.
Tullahoma City Schools is reducing the number of paper textbooks in the classroom by creating digital textbooks.




Building awareness about recycling 

Many green programs are spearheaded by schools and teachers, but at Bronx Community Charter School in New York, fifth graders Amma Nkatiaah and Julia Malyzsko led the environmental initiative. Nkatiaah says, “We wanted our classmates to realize how much waste they’re producing.”

The students emailed Google asking them to bring the Expeditions Pioneer Program, a virtual reality program in which students use Android phones and Google Cardboard to go on virtual field trips, to their school and teach their peers the importance of being environmentally friendly. Their wish was granted: the Google for Education team and our partner Subaru brought Expeditions to Bronx Community Charter School, and fifth graders went on virtual field trips to the local sanitation facility and recycling plant to see where their waste goes. Students were immediately inspired to start identifying ways to cut back on their waste.

 “Since we started this big idea, there can be many other students that can follow in our footsteps, or many other people try and maybe get different ideas,” Malyzsko says. “I think it’s really amazing that we get to take the first step and be the root of all of this.”

Bronx Community Charter School students going on an Expedition to a local recycling plant to learn more about being environmentally friendly




These schools are pushing the boundaries on how they use educational technology by adopting a paperless mindset and finding 21st century solutions to use less paper. Here are four ways to make your school more green:
  1. Replace paper-based resources with digital ones
  2. Choose technology with low-energy consumption and long battery life 
  3. Encourage students to find new ways to introduce digital tools 
  4. Start a classroom recycling program for paper and used electronics 
How is your school reducing its environmental footprint using technology? We want to hear from you — share your story below or on Twitter and tag us (@GoogleEdu) or include the #GoogleEdu hashtag.

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(Cross-posted on the Google Docs Blog.)

How many times have you found yourself with a great idea, but no easy way to jot it down for later? Or maybe you’ve got lots of notes scattered around, without no central spot to find them. Having a single place to capture what’s on your mind and save your ideas and to-do lists is what Google Keep is all about, and today's updates give you a few new ways to collect and manage the information that's important to you.

Keep is ready when you are
The next time you’re on a website that you want to remember or reference later on, use the new Keep Chrome extension to add it—or any part of it—to a note in Keep. Just click the Keep badge to add a site’s link to a note, or select some text or an image and create a new note from the right-click menu.
Same goes for Android—you can now create a note while you’re browsing or tapping away in other apps—without having to open Keep. Just open the “Share via” window and choose Keep to create a new note.

Organize your thoughts with #Labels One of your top asks has been for a way to organize and categorize notes, and now it’s as easy as using a #hashtag. This should help you keep track of to-do lists for a #trip or a collect your favorite #recipes, for example.

You’ll also notice that some of the menus have been moved around to group similar options together, as pictured below.
So whether you’re researching a project at work, putting together details for your Science Fair submission, or collecting inspiration for your upcoming home renovation, give these updates a try on the web, or with the Keep app on Android and for iPhone & iPad.

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In communities around the world there are barriers preventing many students from learning computer science (CS). Anything from Internet access to biases about the nature and identity of computer scientists can keep a student from pursuing or attempting CS. Unfortunately, the barriers posed by unconscious bias can be the most damaging because they aren’t visible. Stereotypes reinforce a very limiting message about who can succeed in the field of CS. I know this to be true from my own experience when I was told as a young girl that computers were too expensive for me to “play around with.” Sure, I may have accidentally erased the hard drive, but I also figured out how to recover the data - and I learned from that mistake.

At Google, we believe it’s critical that more students have the ability to explore, tinker and even make mistakes with computers. We know that computer science is a tool for change, and we want to see more students become creators, not just consumers, of technology. That’s why we are so excited to announce our latest group of RISE Award winners: 28 organizations in 16 countries that are working to increase access to CS education for groups who are currently underrepresented in the field.

These organizations are engaging girls, low income communities, and other minorities to make sure that CS is available for everyone. Techbridge is integrating the power of everyday role models into its CS programs, showing that you don’t need to be a CS graduate to influence a child; Laboratoria is helping bridge the gender gap in Peru’s tech industry by running a code academy for young women from Lima’s lower-income areas. Visit our site to see the full list of RISE awardees.
Many of our RISE awardees are filling in the gaps in access to formal CS learning, and our hope in supporting them is to to make CS accessible to all students. Since 2010, we’ve supported more than 250 organizations through RISE. The program will accept applications again this summer at g.co/riseawards, and we’re calling all eligible CS nonprofits to apply!

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This year’s White House Science Fair is a special one for us, not just because it marks the last fair for the administration that made history by first introducing the event six years ago, but also because some of our Google Science Fair and Made with Code teens get the chance to be a part of this history.

This will mark the fifth year that a few of the Google Science Fair winners — this year Olivia Hallisey, Anurudh Ganesan and Deepika Kurup — will have the chance to exhibit their projects, and the first time a group of Made with Code teen programmers dubbed “Team Alpha Wolf” — Siobhan Garry, Mona Fariborzi, Lauren Mori, Bansi Parekh and McKenna Stamp — will get to showcase their creativity and passion to impact change on LGBTQIA+ issues. We are so proud of these students who are being recognized as America’s most innovative STEM students.

Here’s a little more about what they’re sharing at the White House:

Olivia Hallisey, 17, Greenwich, Connecticut - Google Science Fair 2015 Grand Prize Winner 
Olivia was concerned about the dangers of the Ebola epidemic spreading through Africa, in regions where many did not have access to care. This worry, coupled with her curiosity about silk storage and whether Ebola antibodies could travel longer without refrigeration as a result of silk’s stabilizing properties, led her to develop the Ebola Assay — a temperature-independent, rapid, portable and inexpensive diagnostic test for the detection of the Ebola virus. The card can potentially save thousands of lives.

Deepika Kurup, 18, Nashua, New Hampshire - 2015 Google Science Fair National Geographic Explorer Award Winner 
During summer trips to India with her family, Deepika felt troubled by the sight of children drinking unclean water. She discovered that according to the World Health Organization, the world is in the midst of a global water crisis that has resulted in one-ninth of the global population without access to clean water. Her solution — a solar-powered technology that uses silver and other materials to rapidly remove bacteria from water — can potentially provide cleaner drinking water to people around the world.

Anurudh Ganesan, 16, Clarksburg, Maryland - 2015 Google Science Fair LEGO Education Builder Award Winner 

As an infant, Anurudh and his grandparents had to walk 10 miles to a remote clinic in India so that he could receive critical vaccinations. Upon their arrival, his grandparents learned that high temperatures and lack of refrigeration made the vaccines they sought ineffective. This personal experience and his discovery that according to UNICEF, 1.5 million children die every year as a result of lack of access to safe and effective vaccines, inspired Anurudh to search for better methods of refrigerations for vaccines. He invented the VAXXWAGON, which can effectively transport vaccines in the last leg of distribution without the use of ice (he learned that ice packs used to transport vaccines can freeze them, diminishing their efficacy) and electricity. It has the potential to save thousands of lives worldwide.

Team Alpha Wolf: Siobhan Garry, 17, Mona Fariborzi, 17, Lauren Mori, 17, Bansi Parekh, 17, and McKenna Stamp, 18, San Diego, CA - Made with Code Newest Mentors


Siobhan, Mona, Lauren, Bansi and McKenna created Spectrum, an Android app that aims to provide a resource network for the LGBTQIA+ community, especially teens looking for a safe support system.

Spectrum addresses the need among teens for a positive and welcoming place to turn to as they navigate gender identity, sexual orientation and romantic orientation. In 2016, the Team Alpha Wolf teens were named mentors of Google’s Made with Code movement — an initiative that inspires girls to try code and to see it as a means to pursue their dream careers and the causes they’re passionate about.

Here are a few moments we’ve captured from this great day:
Olivia Hallisey, 17, exhibiting her Ebola Assay, a temperature-independent, rapid, portable and inexpensive diagnostic test for the detection of the Ebola virus

Deepika Kurup, 18, exhibiting her silver doped photocatalytic pervious composites, water filter that uses sunlight to remove contaminants in water

Anurudh Ganesan, 16 exhibiting his VAXXWAGON invention which transports in the last leg of distribution



Team Alpha Wolf: Siobhan Garry, 17, Mona Fariborzi, 17, Lauren Mori, 17, Bansi Parekh, 17, and McKenna Stamp, 18, exhibiting Spectrum, an Android app that aims to provide a resource network for the LGBTQIA+ community




Stay tuned for more action at this sixth and final White House Science Fair under President Obama’s administration by keeping up with us on Twitter using #whsciencefair and #googlesciencefair and on our Google+ page. To all of you budding scientists, explorers, engineers, mathematicians and innovators, we’re now accepting applications for Google Science Fair 2016. And don’t forget to check out how you can get involved in Made with Code to inspire more girls to code.

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(Cross-posted on the Google Research Blog)

Interest in computer science education is growing rapidly; even the President of the United States has spoken of the importance of giving every student an opportunity to learn computer science. Google has been a supportive partner in these efforts by developing high-quality learning programs, educational tools and resources to advance new approaches in computer science education. To make it easier for all students and educators to access this information, today we’re launching a CS EDU website that specifically outlines our initiatives in CS education.
The President’s call to action is grounded in economic realities coupled with a lack of access and ongoing system inequities. There is an increasing need for computer science skills in the workforce, with the Bureau of Labor Statistics estimating that there will be more than 1.3 million job openings in computer and mathematical occupations by 2022. The majority of these jobs will require at least a Bachelor’s degree in Computer Science or in Information Technology, yet the U.S. is only producing 16,000 CS undergraduates per year.

One of the reasons there are so few computer science graduates is that too few students have the opportunity to study computer science in high school. Google’s research shows that only 25% of U.S. schools currently offer CS with programming or coding, despite the fact that 91% of parents want their children to learn computer science. In addition, schools with higher percentages of students living in households below the poverty line are even less likely to offer rigorous computer science courses.

Increasing access to computer science for all learners requires tremendous commitment from a wide range of stakeholders, and we strive to be a strong supportive partner of these efforts. Our new CS EDU website shows all the ways Google is working to address the need for improved access to high quality computer science learning in formal and informal education. Some current programs you’ll find there include:
  • CS First: providing more than 360,000 middle school students with an opportunity to create technology through free computer science clubs
  • Exploring Computational Thinking: sharing more than 130 lesson plans aligned to international standards for students aged 8 to 18
  • igniteCS: offering support and mentoring to address the retention problem in diverse student populations at the undergraduate level in more than 40 universities and counting
  • Blockly and other programming tools powering Code.org’s Hour of Code (2 million users)
  • Google’s Made with Code: movement that inspires millions of girls to learn to code and to see it as a means to pursue their dream careers (more than 10 million unique visitors)
  • ...and many more!
Computer science education is a pathway to innovation, to creativity and to exciting career opportunities, and Google believes that all students deserve these opportunities. That is why we are committed to developing programs, resources, tools and community partnerships that make computer science engaging and accessible for all students. With the launch of our CS EDU website, all of these programs are at your fingertips.

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Google Classroom helps teachers and students communicate and learn together. Today we’re making the learning process even easier with a new polling feature that helps teachers quickly check for understanding, gather feedback or gauge interest. Here are four creative ways teachers are using polling in their classrooms.



1. Post exit tickets 

Cindy Nordstrom, a teacher at Oak Ridge Elementary School in Minnesota, uses polling to make sure students understand the main points of a lesson. She explains, “We were studying poetry and talking about novels in verse. Since this was the first time that most students had encountered the format, I wanted to see if they knew what novels in verse were. I created this poll as an exit slip for the class. I could click on students’ answers and see their names associated with their response. This helped me get an at-a-glance view of who understood the concept and who didn't.”

2. Help students self-monitor 

Mike Fricano, a high school teacher at the Iolani School in Hawaii, teaches a makerspace course called Make It 101. He polled his class to see if his students were on track for meeting a project deadline. Fricano says, “When I sent out this poll, I could see who was on schedule and who was at risk of missing their deadline. For those who reported being "way off track,"I met with them to help them get back on schedule. I will continue to use multiple choice polls like this to check in on deadlines and gauge interest in future projects.”

3. Guide student discussions

Heidi Bernasconi, a teacher at Clarkstown North High School in New York, used polling to help guide a career discussion with her students. “I wanted to discuss skills and qualities employers are looking for from graduates,” Bernasconi says. “I kicked off the discussion with a poll, which led us to review a Forbes article. I allowed students to see each others’ posts so they could get a feel for what others felt was important. ”

4. Get feedback on your lesson from students 

Allyson Greene of Barrett Elementary School in Virginia uses polls to understand what her students liked best about a lesson. She says, “We were doing a unit on electricity and forces and I wanted to see which part of the unit was the most fun for them. Setting up a poll was very easy.”


We also recently updated our Android and iOS mobile apps. Teachers can now draft any type of post or reuse existing posts from any of their classes. Android users also now have a notifications center, where they can see what’s new in their classes. Plus, Android teachers can post to multiple classes. 

Get in touch on Google+ or Twitter and let us know how you’re using polling in your class.

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(Cross-posted on Communications of the ACM)

Editor's note: This piece by Vint and Maggie was recently published on Communications of the ACM, and we wanted to share it here as well.





I want to return to a theme I have explored before: diversity in our discipline. To do this, I have enlisted the help of my colleague at Google, Maggie Johnson. We are both concerned the computer science community is still not benefiting from the diversity it could and should have. College students are more interested than ever in studying computer science (CS). There has been an unprecedented increase in enrollment in CS undergraduate programs over the past four years. Harvard University's introductory CS course—CS50—has recently claimed the spot as the most enrolled course on campus. An astounding 50% of Harvey Mudd's graduates received engineering degrees this year. The Taulbee Study is an annual survey of U.S. Ph.D.-granting institutions conducted by the Computing Research Association. Table 1 from the 2014 Taulbee report shows the increases CS departments are experiencing.

While the overall number of students in CS courses continues to increase, the number of women and underrepresented minority students who go on to complete undergraduate degrees is, on average, not growing at all. As noted in Table 2, recent findings show that while these students may begin a CS degree program, retaining them after their first year remains a serious issue.

Why is this important? The high-tech industry is putting enormous effort into diversifying its work force. First, there is a social justice aspect given the industry demand and the high salaries associated with that demand. Second, high-tech companies recognize if they are going to create truly accessible and broadly useful products and services, a diverse workforce will best create them. Third, with the advent of an increasing amount of software in virtually every appliance ranging from cars to clocks to say nothing of smartphones, we are going to need every bit of system design and programming talent we can find to avoid collapse into a morass of incompatible, uncooperative, and generally recalcitrant devices in our homes, offices, cars, and on or in our persons. Whether we like it or not, programmable devices are much more malleable than electromechanical ones, potentially less expensive to make, and, possibly, easier to update. The Internet of Things is upon us and we need all hands on deck to assure utility, reliability, safety, security, and privacy in an increasingly online world.

What can faculty do in their own departments? There are several simple interventions that can increase student retention in CS programs. Here are some examples:

  • Consider student interests when planning assignments.
  • Provide early and consistent feedback on assignments.
  • If you have teaching assistants, ensure they are aware of the best practices you follow.
  • Emphasize that intellectual capacity—like a muscle—increases with effort. (You are not born with the ability to program!)
  • Tell students about conferences and the benefits of attending conferences for targeted support groups.
  • Women and minority students often believe they are not performing well, even when their grades tell a different story. It is important to tell women and minority students they will succeed if they stay.
  • Be open and accessible to students. You may not know who needs a sounding board, but generally letting students know you are available can make it easier for them to ask for help or guidance.
  • Consider helping to form student chapters of ACM-W and IEEE. 
  • A list of constructive steps, created by NCWIT, is here.

Faculty can make a huge difference in retaining our diversity students. As leaders in the CS field, your actions and words have a profound impact. When we lose the interest of a significant part of our diverse society, we suffer irretrievably. We cannot even calculate the opportunities we may have lost for the CS discipline. The next potential scientific breakthrough or blockbuster business might have come from someone whose interest we failed to keep. Please join us in highlighting this important opportunity and sharing these and your own solutions with your faculty.

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Google Code Jam 2016 is here, and we’re calling all coders from around the globe to put their skills to the test in multiple online rounds of intense, algorithmic puzzles.* The contest kicks off with the Online Qualification Round in just a few days on April 8 at 23:00 UTC, so register today!


Back for its 13th year, the competition will be bigger and better than ever with the return and expansion of the Distributed Code Jam track, which we introduced in 2015 to allow coders to solve problems in a distributed environment. Finalists will compete for the titles of both Code Jam and Distributed Code Jam Champion at the World Finals held at Google New York on August 5-6 (see the full schedule here).

We’re looking for all programmers - from returning champions to first-time competitors - who want to take a stab at practicing their programming skills in the contest arena to solve some of the most challenging problems out there. For those needing an introduction to Google Code Jam or simply a refresher, review the Quick-Start Guide, try your hand at past problems, and check out our new Tutorials section for an in-depth look into solving puzzles.

In case you need further convincing, registering for Code Jam gives you the chance to win grand prizes of $15,000 (Code Jam) or $5,000 (Distributed Code Jam), the esteemed World Champion titles, and/or a limited edition Code Jam T-shirt if you’re in the top-scoring 1000 contestants from Code Jam Round 2 or the top-scoring 500 contestants from Distributed Code Jam Round 1. Take a peek at the 2016 T-shirt design, which creatively depicts our World Finals location using 27 lines of code in 25 different languages written by 26 different 2015 Code Jammers.

To better understand the magic of Google Code Jam, watch highlights from last year’s World Finals in Seattle, or tune into the entire live streamed event. For more updates and to keep in touch, join our G+ community or follow along with us on Twitter.

We hope to see you in contest arena during the Online Qualification Round. Are you up for the challenge? Register today at g.co/codejam.

P.S. Don’t forget to share the Code Jam 2016 flyer with your friends, classmates and communities!

*Per the Terms and Conditions, you may participate in the Contest only if you are 13 years of age or older at the time of registration, but you must be 18 years of age or older at the time of registration to be eligible for the onsite final round; if not, you are only eligible to win a t-shirt.