A Quote by Megan Smith
There are several places in Vietnam where they're teaching computer science from second grade in class, so they don't have a gender divide because everybody is expected to program.
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There are times I think of us all and I wish we were back in second grade. Not really that young. But I wish it felt like second grade. I’m not saying everyone was friends back then. But we all got along. There were groups, but they didn’t really divide. At the end of the day, your class was your class, and you felt like you were a part of it. You had your friends and you had the other kids, but you didn’t really hate anyone longer than a couple of hours. Everybody got a birthday card. In second grade, we were all in it together. Now we’re all apart.
Unless we make computer science a priority, we risk making gender, class, and racial disparities worse as jobs flow to those with a computer science background.
I have several computer companies. One of them I have a program for wide-format printing. I have a beauty program. So I have several different programs that I own for printing.
Starting early and getting girls on computers, tinkering and playing with technology, games and new tools, is extremely important for bridging the gender divide that exists now in computer science and in technology.
I'd love to go back and teach primary school. I used to teach fourth grade and fifth grade. I'd love to spend several years teaching kindergarten or maybe third grade.
In the early 1970s, I headed to graduate school at the University of Utah and joined the pioneering program in computer graphics because I realized that's where I could combine my interests in art and computer science.
I remember in second grade, everybody in the class had to come up with adjectives for each other, and I got shy. In a way, I force myself to perform, because if I didn't, I'd stay home rolled up in a ball watching 'The Real Housewives of Orange County' all day.
If everybody has to take biology and chemistry, they can take computer science. Computer science is a more useful skill right now than a lot of other things that people are learning at school.
I fear - as far as I can tell - that most undergraduate degrees in computer science these days are basically Java vocational training. I've heard complaints from even mighty Stanford University with its illustrious faculty that basically the undergraduate computer science program is little more than Java certification.
I didn't want to be discriminated against because of my gender and status. I promised myself I was never going to be treated as a second-class citizen.
My second-grade teacher went around the class and asked everybody what they were going to be when they grew up. I said, 'I want to travel the world,' and he said, 'You'll be married and pregnant by 21, just like all the girls in this room.'
I believe that part of what propels science is the thirst for wonder. It's a very powerful emotion. All children feel it. In a first grade classroom everybody feels it; in a twelfth grade classroom almost nobody feels it, or at least acknowledges it. Something happens between first and twelfth grade, and it's not just puberty. Not only do the schools and the media not teach much skepticism, there is also little encouragement of this stirring sense of wonder. Science and pseudoscience both arouse that feeling. Poor popularizations of science establish an ecological niche for pseudoscience.
I played violin and got into that Suzuki program in the second grade.
Everybody in this country should learn how to program a computer, because it teaches you how to think.
I made my first website in sixth grade. I was the only girl in my computer programming class.
What is the central core of the subject [computer science]? What is it that distinguishes it from the separate subjects with which it is related? What is the linking thread which gathers these disparate branches into a single discipline. My answer to these questions is simple -it is the art of programming a computer. It is the art of designing efficient and elegant methods of getting a computer to solve problems, theoretical or practical, small or large, simple or complex. It is the art of translating this design into an effective and accurate computer program.
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