Doodle 4 Google: A stately competition

Are you a young artist from California? Alabama? Or Indiana (like me!)? Well, get doodling with the topic “My Best Day Ever…” for a chance to see your very own artwork on the Google homepage—and help represent your piece of the union.

Today marks the 30-day countdown to the March 22 submission deadline for the U.S. Doodle 4 Google competition. And in the spirit of friendly competition, we’re inviting you to rally fellow students and teachers in your state to take part in Doodle 4 Google’s 30-day Race to the Finish with an interactive map that shows the top submitting states. States are ranked in order of submissions relative to student population size.


Whether your state tops the submissions race or not, you still have the chance to become the individual state winner. The 50 state winners will win an all-expenses paid trip to New York City in May for the final awards ceremony, where we’ll reveal the winning doodle. The national winner will see his or her doodle on the Google homepage, win a $30,000 college scholarship and a $50,000 technology grant for his or her school. Download an entry form today to get doodling!

Fun fact for those of you who can’t get enough doodles: we run Doodle 4 Google competitions in many countries worldwide, year-round. Vote for your Irish favorites now—the winner will appear on www.google.ie on April 16.

As always, happy doodling!

RISE Awards 2013: A global effort

“I am standing in a partial enclosure made of sticks and plant fronds. This is the school for roughly 35 students, ranging in age from three to about 20 years old. There are no desks. There is only a single shared chalkboard, and it has gaping holes.” — David Rathmann-Bloch from the 21st Century Chalkboard Project, writing from rural Haiti.
These are just some of the many challenges faced by education organizations who applied for this year’s Google RISE Awards. The RISE (Roots in Science and Engineering) Awards program funds and supports organizations around the world that provide science and technology education at a grassroots level.


This year we’re delighted to give awards to 30 new organizations from 18 different countries. Combined they will reach more than 90,000 children in 2013, helping inspire and teach the scientists and engineers of the future.

  • Some, such as Haiti’s 21st Century Chalkboard Project and the Uniristii Association (site in Romanian) in Romania, help those from underserved communities gain access to computing resources.
  • Others, like the U.K.’s Code Club and the U.S.’s CodeNow, offer extracurricular activities that help interested children, especially those from underrepresented minority backgrounds, to learn programming.
  • A few, such as the Middle East’s MEET and iLab Liberia, seek to use technology education as a platform to bridge wider social and cultural divides.
  • Some, like Girlstart in the U.S. and New Zealand’s Programming Challenge 4 Girls, aim to empower girls to study science, technology, engineering and mathematics.

In addition to receiving funding and support to continue their outreach, RISE Award recipients will be brought together for a global summit this June in London.

To paraphrase an old saying, from small seeds, great things can grow. The recipients of the 2013 RISE Awards have already made a difference. Connecting with other like-minded organizations will help spread valuable and practical expertise, and spark opportunities for global collaboration and expansion.

Google Science Fair: Looking for the next generation of scientists and engineers to change the world

At age 16, Louis Braille invented an alphabet for the blind. When she was 13, Ada Lovelace became fascinated with math and went on to write the first computer program. And at 18, Alexander Graham Bell started experimenting with sound and went on to invent the telephone. Throughout history many great scientists developed their curiosity for science at an early age and went on to make groundbreaking discoveries that changed the way we live.

Today, we’re launching the third annual Google Science Fair in partnership with CERN, the LEGO Group, National Geographic and Scientific American to find the next generation of scientists and engineers. We’re inviting students ages 13-18 to participate in the largest online science competition and submit their ideas to change the world.



For the past two years, thousands of students from more than 90 countries have submitted research projects that address some of the most challenging problems we face today. Previous winners tackled issues such as the early diagnosis of breast cancer, improving the experience of listening to music for people with hearing loss and cataloguing the ecosystem found in water. This year we hope to once again inspire scientific exploration among young people and receive even more entries for our third competition.

Here’s some key information for this year’s Science Fair:
  • Students can enter the Science Fair in 13 languages.
  • The deadline for submissions is April 30, 2013 at 11:59 pm PDT.
  • In June, we’ll recognize 90 regional finalists (30 from the Americas, 30 from Asia Pacific and 30 from Europe/Middle East/Africa).
  • Judges will then select the top 15 finalists, who will be flown to Google headquarters in Mountain View, Calif. for our live, final event on September 23, 2013.
  • At the finals, a panel of distinguished international judges consisting of renowned scientists and tech innovators will select top winners in each age category (13-14, 15-16, 17-18). One will be selected as the Grand Prize winner.
Prizes for the 2013 Science Fair include a $50,000 scholarship from Google, a trip to the Galapagos with National Geographic Expeditions, experiences at CERN, Google or the LEGO Group and digital access to the Scientific American archives for the winner’s school for a year. Scientific American will also award a $50,000 Science in Action prize to one project that makes a practical difference by addressing a social, environmental or health issue. We’re also introducing two new prizes for 2013:
  • In August, the public will have the opportunity to get to know our 15 finalists through a series of Google+ Hangouts on Air and will then vote for the Voter's Choice Award—an award selected by the public for the project with the greatest potential to change the world.
  • We also recognize that behind every great student there’s often a great teacher and a supportive school, so this year we’ll award a $10,000 cash grant from Google and an exclusive Google+ Hangout with CERN to the Grand Prize winner’s school.
Lastly, we’ll also be hosting a series of Google+ Hangouts on Air. Taking place on Mondays, Wednesdays and Fridays, these Hangouts will feature renowned scientists including inventor Dean Kamen and oceanographic explorer Fabien Cousteau, showcase exclusive behind-the-scenes tours of cutting-edge labs and science facilities, and provide access to judges and the Google Science Fair team. We hope these Google+ Hangouts will help inspire, mentor and support students throughout the competition and beyond.

Visit www.googlesciencefair.com to get started now—your idea might just change the world.



Update July 30: Updated the name of the Voter's Choice Award (previously the Inspired Idea Award).

Chromebooks for classrooms: $99 for the holidays

For many students and teachers, the hassles of traditional computing often prevent them from making the most of technology in the classroom. Schools that have adopted Chromebooks, however, have been able to bring the web’s vast educational resources—whether it’s conducting real-time research or collaborating on group projects—right into the classroom. Chromebooks are fast, easily sharable, and require almost no maintenance. Today more than 1,000 schools have adopted Chromebooks in classrooms, including some school districts like Richland School District Two (S.C.), Leyden High School District (Ill.), and Council Bluffs Community School District (Iowa) who have deployed Chromebooks to tens of thousands of students.

To help budget-strapped classrooms across the country, we’re working with DonorsChoose.org, an online charity that connects donors directly to public school classroom needs. For the holiday season, teachers can request the Samsung Series 5 Chromebook—the most widely deployed Chromebook in schools—at a special, discounted price of $99 including hardware, management and support.

If you’re a full-time public school teacher in the U.S., visit DonorsChoose.org and follow the instructions to take advantage of this opportunity by December 21, 2012. Your request will be posted on DonorsChoose.org where anyone can make a donation to support your classroom. When you reach your funding goal, you’ll receive your Chromebooks from Lakeshore Learning, DonorsChoose.org’s exclusive fulfillment partner for this program.

If you’re not a teacher, please share this opportunity with the teachers who have made a difference in your life! Or if you’re interested in supporting a classroom directly, read through the list of Chromebook projects and donate what you can. Be sure to check back often for new projects.

Thank you for your support in giving the gift of hassle-free technology to teachers and students. Working together, we can ensure “The virus ate my homework” is never uttered in a classroom again, and we can help classrooms get off to a strong start in the New Year!

Happy holidays.


Update Dec 11: We’ve seen a tremendous response—thanks to all the teachers who have applied so far! Please check DonorsChoose.org for the latest status of the program.

Help train the next generation of computer scientists with a CS4HS grant from Google

It’s that time of year: school is in full swing, the holidays are just around the corner, and we’re once again accepting proposals for our Computer Science for High School (CS4HS) grants. CS4HS is a “train the trainer” program that aims to give teachers the tools they need in order to bring computer science and computational thinking into the classroom.

With a grant from Google, university, college and technical college faculty develop these three to five day workshops—hands-on, interactive opportunities for K-12 teachers to learn how to teach CS to their students. Some programs are geared toward CS teachers, while others are for non-CS teachers who want to incorporate computer science into their curriculum. No two programs are exactly alike, and it is the creative and passionate material that organizers develop which makes this program so unique—and successful.

2013 marks the fifth consecutive year for our CS4HS program, and we’ve grown significantly. Hundreds of students and thousands of teachers have been through these workshops to date, and our program has spread to include places in Africa, Australia, Canada, China, Europe, the Middle East, New Zealand and the U.S. Our alumni are connected to each other, other educators and organizers through our teacher’s forum, which also enables K-12 teachers interested in CS education to join the discussion and ask questions.



We’re accepting applications on our website from now until February 16, 2013. To qualify, you must work for an accredited university, college or technical school in one of the qualifying regions. Each region has a slightly different application process, so make sure to read up on your area at www.cs4hs.com.

If you’re not a university faculty member, but still want to be involved, reach out to a local area university and encourage the CS Chairperson to apply; peruse information on our K-12 educators page to start bringing CS into your classroom; and check for updates on our website starting in March to find a program near you.

We’re excited to help even more educators learn how to bring computer science to their students, whether they’re teaching CS, math, history, or any other subject. Together, we can start the next generation of CS professionals on their way.

Celebrating teachers who make a difference with Google

For most of us, there’s at least one teacher whose name we will never forget—that favorite teacher who made a difference in our education, whether they were our first grade art teacher or a professor in college. For me, that teacher was Ms. Taylor, my 8th grade science teacher. Ms. Taylor didn't just foster my love of science—she understood that 8th grade can be a tough time for students as they try to navigate social cliques and prepare for the pressure of high school. Ms. Taylor knew that taking the time to ask us if we were feeling okay was just as important as teaching us about geological formations. She didn’t just care about teaching us—she genuinely cared about us as people.

This Friday is World Teachers' Day, and we want to honor the teachers like Ms. Taylor who helped make us the people we are today. We’ve long supported education through technology, offering free tools like YouTube Edu and Google Apps for Education, and by developing cost-efficient devices like Chromebooks. But it’s the teachers who really make the difference by creatively incorporating that technology into their classrooms. As technology usage in schools increases, we hear even more amazing stories about how teachers and students are using our products to foster collaborative learning.

And that usage is growing quickly. As of today, more than 20 million students, faculty and staff worldwide use Google Apps for Education. In addition, in the last year we announced that:
  • 400+ universities are posting lectures and/or full courses online using YouTube Edu
  • 600,000 staff from the Philippines Department of Education will now be using Google Apps
  • Universities across the continents are signing up for Apps, including schools in Poland, Spain, the Netherlands and Africa
  • More than 500 schools and districts went back to school with Chromebooks this fall
  • Seven of the eight Ivy League universities and 72 of this year’s top 100 U.S. universities (as determined by 2013 U.S. News and World Report’s ranking) have gone Google with Google Apps for Education
As a tribute to the educators who are putting these tools to work, this week we’ll be highlighting a few amazing teachers on our Google in Education page on Google+. To kick off the series, we want to celebrate Ms. Kornowski—a science teacher at Kettle-Moraine High School in Wales, WI, who is using Google Forms to bring her students together.



To all the Ms. Taylors and Ms. Kornowskis out there—thank you, both for the positive impact you have on your students and for letting Google be a part of that experience.

Our roots go global: Apply for a RISE Award today

The application for the 2013 Google RISE (Roots in Science and Engineering) Awards is now open. Given once a year, Google RISE Awards are designed to promote and support education initiatives in two key areas: Science, Technology, Engineering, Mathematics (STEM) and Computer Science (CS). Google grants awards of $5,000 - $25,000 USD to organizations around the world working with K-12 and university students in these fields.

This year, our community welcomed more than two dozen organizations from around the world, from Denmark to Uganda and California to Romania. The RISE grants have helped these groups to scale their reach by allowing for more scholarship recipients, to deepen their impact by providing hands on robotics kits, and to ultimately inspire their students by creating a community for CS outreach.


Now, the RISE Awards have expanded to include applicants from Latin America and the Asia Pacific region, bringing our total to six continents and 243 countries. All eligible nations are listed on our website.

The growth of technology is undoubtable, and the impact technology will have on our future is equally undeniable. We believe it’s our duty to support students who have the uncanny ability not only to consume technology, but also to create it. We believe that inspiring the next generation of computer scientists will enrich the lives of not only individual students, but also the communities and countries they live in.

Show us what you can do to get students excited about STEM and CS! Submit your application by September 30, 2012. Awardees will be announced by January 2013.

The winners of the 2012 Google Science Fair

Twenty-one of the world’s brightest young scientists gathered at Google’s headquarters in Mountain View today to celebrate their achievements and present their projects to a panel of renowned judges at the Google Science Fair finals.

Chosen from thousands of projects from more than 100 countries, these top 15 projects impressed the judges and public with their breadth of topics: from cancer research to vertical farming, 3D electronics to dementia. It was a tough decision, but we’re proud to name these three projects the winners of this year’s Google Science Fair:
  • 13-14 age category: Jonah Kohn (USA)—“Good Vibrations: Improving the Music Experience for People with Hearing Loss Using Multi-Frequency Tactile Sound.” By creating a device that converts sound into tactile vibrations, Jonah’s project attempts to provide the hearing impaired with an improved experience of music.
  • 15-16 age category: Iván Hervías Rodríguez, Marcos Ochoa and Sergio Pascual (Spain)—“La Vida Oculta del Agua (The Secret Life of Water).” Iván, Marcos and Sergio studied hidden microscopic life in fresh water, documenting the organisms that exist in a drop of water, and how those organisms influence our environment.
  • 17-18 age category AND Grand Prize Winner: Brittany Wenger (USA)—“Global Neural Network Cloud Service for Breast Cancer.” Brittany’s project harnesses the power of the cloud to help doctors accurately diagnose breast cancer. Brittany built an application that compares individual test results to an extensive dataset stored in the cloud, allowing doctors to assess tumors using a minimally-invasive procedure.


Each of the winners will receive prizes from Google and our Science Fair partners: CERN, LEGO, National Geographic and Scientific American. This evening, we also recognized Sakhiwe Shongwe and Bonkhe Mahlalela, from Swaziland, the winners of the Scientific American Science in Action award.

The judges were impressed with the quality of all the projects this year—and by the ingenuity, dedication and passion of the young scientists who created them. We applaud every contestant who submitted a project to the 2012 Google Science Fair and look forward to seeing the innovations, inventions and discoveries of young scientists in the years to come.

Our unique approach to research

Google started as a research project—and research has remained a core part of our culture. But we also do research differently than many other places. To shed more light on Google’s unique approach to research, Peter Norvig (Director of Research), Slav Petrov (Senior Research Scientist) and I recently published a paper, “Google’s Hybrid Approach to Research,” in the July issue of Communications of the ACM.



In the paper, we describe our hybrid approach to research, which integrates research and development to maximize our impact on users and the speed at which we make progress. Our model allows us to work at unparalleled scale and conduct research in vivo on real systems with millions of users, rather than on artificial prototypes. This yields not only innovative research results and new technologies, but valuable new capabilities for the company—think of MapReduce, Voice Search or open source projects such as Android and Chrome.

Breaking up long-term research projects into shorter-term, measurable components is another aspect of our integrated model. This is not to say our model precludes longer-term objectives, but we try to achieve these in stages. For example, Google Translate is a multi-year project characterized by the need for both research and complex systems, but we’ve achieved many small objectives along the way—such as adding languages over time for a current total of 64, developing features like two-step translation functionality, enabling users to make corrections, and consideration of syntactic structure.

Overall, our success in the areas of systems, speech recognition, language translation, machine learning, market algorithms, computer vision and many other areas has stemmed from our hybrid research approach. While there are risks associated with the close integration of research and development activities—namely the concern that research will take a back seat in favor of shorter-term projects—we mitigate those by focusing on the user and empirical data, maintaining a flexible organizational structure, and engaging with the academic community. We have a portfolio of timescales, with some researchers working with engineers to rapidly iterate on existing products, and others working on forward-looking projects that will benefit people in the future.

We hope “Google’s Hybrid Approach to Research” helps explain our method. We feel it will bring some clarification and transparency to our approach, and perhaps merit consideration by other technology companies and academic labs that organize research differently.

To learn more about what we do and see see real-time applications of our hybrid research model, add Research at Google to your circles on Google+.

Posted by Alfred Spector, Vice President of Research and Special Initiatives

Using large-scale brain simulations for machine learning and A.I.

You probably use machine learning technology dozens of times a day without knowing it—it’s a way of training computers on real-world data, and it enables high-quality speech recognition, practical computer vision, email spam blocking and even self-driving cars. But it’s far from perfect—you’ve probably chuckled at poorly transcribed text, a bad translation or a misidentified image. We believe machine learning could be far more accurate, and that smarter computers could make everyday tasks much easier. So our research team has been working on some new approaches to large-scale machine learning.

Today’s machine learning technology takes significant work to adapt to new uses. For example, say we’re trying to build a system that can distinguish between pictures of cars and motorcycles. In the standard machine learning approach, we first have to collect tens of thousands of pictures that have already been labeled as “car” or “motorcycle”—what we call labeled data—to train the system. But labeling takes a lot of work, and there’s comparatively little labeled data out there.

Fortunately, recent research on self-taught learning (PDF) and deep learning suggests we might be able to rely instead on unlabeled data—such as random images fetched off the web or out of YouTube videos. These algorithms work by building artificial neural networks, which loosely simulate neuronal (i.e., the brain’s) learning processes.

Neural networks are very computationally costly, so to date, most networks used in machine learning have used only 1 to 10 million connections. But we suspected that by training much larger networks, we might achieve significantly better accuracy. So we developed a distributed computing infrastructure for training large-scale neural networks. Then, we took an artificial neural network and spread the computation across 16,000 of our CPU cores (in our data centers), and trained models with more than 1 billion connections.

We then ran experiments that asked, informally: If we think of our neural network as simulating a very small-scale “newborn brain,” and show it YouTube video for a week, what will it learn? Our hypothesis was that it would learn to recognize common objects in those videos. Indeed, to our amusement, one of our artificial neurons learned to respond strongly to pictures of... cats. Remember that this network had never been told what a cat was, nor was it given even a single image labeled as a cat. Instead, it “discovered” what a cat looked like by itself from only unlabeled YouTube stills. That’s what we mean by self-taught learning.

One of the neurons in the artificial neural network, trained from still frames from unlabeled YouTube videos, learned to detect cats.

Using this large-scale neural network, we also significantly improved the state of the art on a standard image classification test—in fact, we saw a 70 percent relative improvement in accuracy. We achieved that by taking advantage of the vast amounts of unlabeled data available on the web, and using it to augment a much more limited set of labeled data. This is something we’re really focused on—how to develop machine learning systems that scale well, so that we can take advantage of vast sets of unlabeled training data.

We’re reporting on these experiments, led by Quoc Le, at ICML this week. You can get more details in our Google+ post or read the full paper (PDF).

We’re actively working on scaling our systems to train even larger models. To give you a sense of what we mean by “larger”—while there’s no accepted way to compare artificial neural networks to biological brains, as a very rough comparison an adult human brain has around 100 trillion connections. So we still have lots of room to grow.

And this isn’t just about images—we’re actively working with other groups within Google on applying this artificial neural network approach to other areas such as speech recognition and natural language modeling. Someday this could make the tools you use every day work better, faster and smarter.