You will be among the very first educators to see some of our first test activities for teacher training to build data science concepts, and your contributions will feed into our future work. Sign up by 20 June to take part.

Data science: What do we need to teach school-age learners?

Current artificial intelligence (AI) methods, especially machine learning (ML), rely heavily on data. While young people learn mathematics, and some statistics, at school, data science concepts are not commonly taught.

To complement our work on AI literacy, we have been investigating what data science teaching resources and education research are currently available.

Our goals for this work are:

1. To figure out what data science concepts may need to be taught in schools, initially with a focus on key stage 5
2. To develop related teacher professional development and classroom resources

Join us to discuss data science education

If you are interested in data science education for young people, and maybe even have experience of teaching it to learners aged 16 to 18 in your school (in any subject, including computer science, social sciences, mathematics, statistics, and ethics), please join our free workshop on Thursday 10 July in our office in Cambridge. We are able to reimburse some travel expenses.

At the workshop:

• We would love to hear about your experience of teaching any elements of data science
• We will share some exploratory concept building activities with you and discuss them together

You’ll be the first group of working teachers we will share these activities with — your feedback will be invaluable, and you’ll have the chance to shape our work going forward.

If you are interested, please fill in this form by Friday 20 June:

You will then receive more information from us by 27 June. Spaces in the workshop are limited, so please do not book any travel until we confirm your space.

We’re looking forward to shaping the future of data science education with you.

PS In our current seminar series, researchers from around the world are presenting their latest work on teaching about AI and data science. You can catch up on past sessions and sign up for upcoming ones on our website.

The post Join our free data science education workshop for teachers appeared first on Raspberry Pi Foundation.

Just like every wave of technological innovation that has come before, the advances in artificial intelligence (AI) are raising profound questions about the future of human work. History teaches us that technology has the potential to both automate and augment human effort, destroying some jobs and creating new ones. The only thing we know for sure is that it is impossible to predict the precise nature and pace of the changes that are coming. 

One of the fastest-moving applications of generative AI technologies are the systems that can generate code. What started as the coding equivalent of autocomplete has quickly progressed to tools that can generate increasingly complex code from natural language prompts. 

This has given birth to the notion of “vibe-coding” and led some commentators to predict the end of the software development industry as we know it. It shouldn’t be a surprise then that there is a vigorous debate about whether kids still need to learn to code. 

In the position paper we put forward five arguments for why we think the answer is an unequivocal yes.

We need humans who are skilled programmers 

First, we argue that even in a world where AI can generate code, we need skilled human programmers who can think critically, solve problems, and make ethical decisions. The large language models that underpin these tools are probabilistic systems designed to provide statistically acceptable outputs and, as any skilled software engineer will tell you, simply writing more code faster isn’t necessarily a good thing. 

Learning to code is an essential part of learning to program

Learning to code is the most effective way we know for a young person to develop the mental models and fluency to become a skilled human programmer. The hard cognitive work of reading, modifying, writing, explaining, and testing code is precisely how young people develop a deep understanding of programming and computational thinking. 

Learning to code will open up even more opportunities in the age of AI 

While there’s no doubt that AI is going to reshape the labour market, the evidence from history suggests that it will increase the reach of programming and computational approaches across the economy and into new domains, creating demand for humans who are skilled programmers. We also argue that coding is no longer just for software engineers, it’s becoming a core skill that enables people to work effectively and think critically in a world shaped by intelligent machines. From healthcare to agriculture, we are already seeing demand for people who can combine programming with domain-specific skills and craft knowledge. 

Coding is a literacy that helps young people have agency in a digital world

Alongside the arguments for coding as a route to opening up economic opportunities, we argue that coding and programming gives young people a way to express themselves, to learn, and to make sense of the world. 

And perhaps most importantly, that learning to code is about power. Providing young people with a solid grounding in computational literacy, developed through coding, helps ensure that they have agency. Without it, they risk being manipulated by systems they don’t understand. As Rushkoff said: “Program, or be programmed”.  

The kids who learn to code will shape the future

Finally, we argue that the power to create with technology is already concentrated in too small and homogenous a group of people. We need to open up the opportunity to learn to code to all young people because it will help us mobilise the full potential of human talent, will lead to more inclusive and effective digital solutions to the big global challenges we face, and will help ensure that everyone can share in the societal and economic benefits of technological progress. 

The work we need to do 

We end the paper with a call to action for all of us working in education. We need to challenge the false narrative that AI is removing the need for kids to learn to code, and redouble our efforts to ensure that all young people are equipped to take advantage of the opportunities in a world where AI is ubiquitous.

You can read the full paper here:

The cartoon image for this blog was created using ChatGPT-4o, which was prompted to produce a “whimsical cartoon that expresses some of the key ideas in the position paper”. It took several iterations.

The post Why kids still need to learn to code in the age of AI  appeared first on Raspberry Pi Foundation.

In this blog post, we will share more about the safety features of Experience CS, and the steps we’ve taken to make the platform a great fit for your school.

A safe, teacher-managed environment

Experience CS supports young people to develop their understanding of computer science through engaging, interactive projects using the programming language Scratch. Scratch is a popular block-based language that helps young people get started with coding, and Experience CS includes a version of Scratch that we have built especially for schools. With our version, which is fully integrated into the Experience CS platform, students can explore coding in a teacher-managed, closed environment that aligns with schools’ safeguarding policies and gives you full control over what your students see and do.

Student safety and privacy are at the forefront in Experience CS, which means:

• A private, closed environment. Projects are kept within the classroom and cannot be published to a public gallery.
  
• Teacher-controlled access. Students don’t need to create or manage their own accounts. Teachers manage their students’ access, with no student email addresses required.
  
• No social features. Students don’t create public profiles or follow other users, and there are no chat or comment features for young people.
  
• Curated content. Students can only access the projects and materials you share with them, not content from other users.

Tailor-made for schools

We have designed every part of the Experience CS platform with school environments in mind, making it easier for teachers to manage and for students to use.

Here’s how:

• Fully integrated platform. Everything students need is built into the Experience CS platform, including Scratch, lesson resources, student materials, and project templates. There is no need to visit other websites.
  
• Simple access. Teachers generate class codes so learners can jump straight into activities, with no student email address required.
  
• Automatic progress saving. Students’ projects are saved in the platform and linked to their class. Teachers can see students’ progress at a glance.
  
• Teacher control. Teachers have full visibility of students’ activity, and what students see and do stays within the classroom environment.

Experience CS gives you the tools and peace of mind to deliver creative, engaging computer science lessons and activities in a way that works for your school. You will be able to effortlessly manage students’ work, with everything you and your students need provided within a simple, intuitive interface.

Be the first to try Experience CS

Experience CS is launching soon, and we can’t wait to see what you and your students create with it.

If you would like early access, want to stay up to date, or are interested in trying Experience CS out in your classroom, sign up for updates and we’ll keep you in the loop.

We’re also planning ahead: in the coming months, we’ll make our version of Scratch available to all schools and clubs via our Code Editor. That means whether or not you use the Experience CS curriculum, you’ll be able to run safe, creative coding sessions using Scratch in a school-friendly environment.

The post Experience CS: A safe, creative way to teach computing appeared first on Raspberry Pi Foundation.

For many teachers, at least in the UK, digital literacy meant booking a set of laptops (and hoping the last class had remembered to charge them) and ticking off history learning objectives by making a PowerPoint about Henry VIII’s wives. It became a bit of an afterthought. 

More recently, digital literacy seems to have been rebranded as ‘digital skills’, often framed as the capabilities young people need for the workplace of tomorrow. But I don’t think that tells the full story. 

Digital literacy beyond employability

Digital literacy isn’t just about employability; it’s about fairness and access. It’s about more than just learning to use spreadsheets (though my love for Excel remains strong); it’s about ensuring that all young people have the knowledge and confidence to navigate the digital world we live in today.

Digital literacy is about understanding the digital tools we rely on every day, securely accessing online services, making informed decisions about sharing personal information, and critically evaluating the endless stream of news and misinformation online. 

It’s also about artificial intelligence: not just playing with the latest tools, but understanding how they work, the biases built into them, and the ways they shape our lives.

True digital literacy empowers young people to engage with technology thoughtfully, critically, and confidently. And that’s something worth making space for. To truly ensure that young people have fair access to the digitally enabled world we live in, we must equip them with the skills to understand and use technology effectively. This means making space for digital literacy within the curriculum and ensuring that all teachers feel confident in delivering it.

Digital literacy as a core part of teaching

Every teacher has a role to play in helping students develop these essential skills. This requires high-quality curriculum resources that integrate digital tools meaningfully into different subjects, as well as comprehensive teacher training to ensure every educator feels empowered to teach digital literacy as part of their everyday practice. 

So, let’s not treat digital literacy like that forgotten box of tangled charging cables in the staffroom (important, but nobody is quite sure what to do with it). Instead, let’s make it a core part of teaching, just like reading, writing, and knowing how to keep a straight face when a student asks if they really need to save their work.

If we get this right, we’re not just preparing young people for the jobs of tomorrow, we’re making sure they can navigate today’s digital world safely, confidently, and with the critical thinking skills to tell fact from fiction (because let’s face it, the internet isn’t exactly short on absolute nonsense). 

Now, who’s up for making a PowerPoint about Henry VIII’s wives? 

More on digital literacy

You can discover our free teacher training and classroom resources, and read about how we’ve integrated digital literacy in The Computing Curriculum.

A version of this article appears in the newest issue of Hello World magazine, which is all about digital literacy. Explore issue 26 and download your free PDF copy today.

You can also listen to our recent Hello World podcast episode exploring three teachers’ digital literacy tips for the classroom.

The post What do we even mean by digital literacy? appeared first on Raspberry Pi Foundation.

Each Pedagogy Quick Read is designed to help educators explore, understand, and apply one area of research evidence.

You get:

• An introduction to the topic or idea, putting it into context
• A summary of the key concepts and takeaways for educators
• Sections elaborating on each key concept and relevant research
• A diagram presenting the same ideas in visual form
• Links to referenced resources for further reading

Introducing our AI Pedagogy Quick Reads

Computational Thinking 2.0

This Quick Read explores how the concept of computational thinking is evolving, particularly in the context of AI. It offers guidance on how to teach computational thinking skills that are relevant to and enhanced by AI technologies.

“Without CT2.0, today’s learners will remain passive consumers rather than informed participants in a world increasingly shaped by data-driven AI technologies.”

Anthropomorphism

As AI becomes widely used, it’s important to consider how students understand and view these technologies. This Quick Read discusses anthropomorphism (attributing human-like qualities to AI) and provides strategies for teaching about AI in a way that avoids common misconceptions.

“If young people see this technology as innately human-like, we run the risk of impacting their…sense of agency…safety…social connection…curiosity.”

Feedback Literacy

Effective feedback is important for student learning, especially in a rapidly changing field like AI. This Quick Read examines how to develop “feedback literacy” in both educators and students, enabling them to give, receive, and use feedback more effectively.

“How do we ensure that all students get the most out of AI system-produced feedback? Feedback literacy is a theory-driven framework that can help…answer this question.”

Browse our library of pedagogy resources

The new AI-themed reads join our bank of other Pedagogy Quick Reads, which cover a wide range of topics related to computing education. You can find these resources and more on our pedagogy page, all organised around our 12 pedagogy principles for computing education.

Other resources 

As well as our Pedagogy Quick Reads, we also offer lots of other resources to support computing educators:

• The Hello World Big Book of Computing Pedagogy is an in-depth guide to research-backed computing education pedagogy, covering a wide range of topics and offering practical advice for teachers.
• The Hello World magazine and podcast feature insights from educators in computing education, exploring current research, best classroom practices, and innovative teaching strategies.
• Our AI literacy programme, Experience AI, provides teachers with cutting-edge resources on AI and machine learning, based on proven pedagogical principles to support effective learning and teaching.

The post Pedagogy Quick Reads: turning abstract ideas into classroom practice appeared first on Raspberry Pi Foundation.

We are thrilled to announce that the Raspberry Pi Foundation (RPF) has been accepted as a member of UNESCO’s Global Education Coalition (GEC). 

Initiated during the COVID-19 pandemic, when 1.6 billion learners were shut out of the classroom, the GEC aimed to provide continuity of education in times of crisis. Since then, the Coalition has grown into a global multistakeholder network, and we are proud to help drive education transformation and accelerate the path to achieving UNESCO’s Sustainable Development Goal 4 (SDG 4 – Quality Education).

UNESCO’s vision to transform education for the world’s most underserved aligns with our mission at the Raspberry Pi Foundation. Being part of the Coalition enables us to work together to achieve this shared aim. 

In addition to being part of the GEC, we have been invited to join the Digital Transformation Collaborative (DTC), a tech-focused subgroup that empowers educators and education leaders to include emerging technologies in their teaching practices and decision-making through capacity building and training.

Coalition achievements

We’re joining a coalition that has already achieved a lot. Having attended the GEC annual conference last week in Paris, Ms Stefania Giannini, UNESCO Assistant Director-General for Education, stated that to date the GTC has:

• Helped over 858,898 youth develop skills that make them more employable
• Trained 794,580 teachers
• Offered learning resources to more than 1,000,000 learners studying foundational subjects, such as science, technology, engineering, and mathematics
• Reached 2,459,192 of the most marginalised girls and women

Source: https://www.unesco.org/en/global-education-coalition

Whilst these are amazing achievements to celebrate, there is still more work to do, with Ms Giannini also highlighting that there are currently 251 million children and youth out of school and that 44 million more teachers are needed for universal primary and secondary education by 2030. 

Digital Transformation Collaborative

Our commitment to the Coalition

The Digital Transformation Collaborative (DTC), which the Foundation has committed to support, aims to play a crucial role in shaping the future of education through technology. The group has established a framework structured around six core pillars:

1. Coordination and leadership
2. Connectivity and infrastructure
3. Cost and sustainability
4. Capacity and culture
5. Content and solutions
6. Data and evidence

Through our work at the Foundation, we believe we have the expertise to provide meaningful support through the sharing of our expertise across these issues. Many of these are challenges we work to overcome through the delivery of our programmes. 

Conclusion

Joining UNESCO’s Global Education Coalition marks a significant milestone for the Raspberry Pi Foundation. Our mission to empower the underserved aligns with the Coalition’s goals. We are excited to contribute our expertise and resources to this global effort, driving forward the agenda for inclusive and equitable quality education for all.

I’m looking forward to writing more on our projects and initiatives within the GEC as we move forward and work together to transform global education.

The post Raspberry Pi Foundation joins UNESCO’s Global Education Coalition appeared first on Raspberry Pi Foundation.

In this issue of Hello World, out today for free, we discuss what digital literacy means, how it is taught in different countries around the world, and how educators are rethinking digital literacy for their students and themselves.

Digital literacy

As the use of digital technology grows, a broader view of digital literacy is necessary. Digital literacy is more than knowing how to use software. It’s the ability to use digital technologies effectively, safely, and responsibly.

In Issue 26 of Hello World, we explore this topic in detail and hear insights from educators across the world, including:

• Becci Peters shares how Computing at School (CAS) in the UK is supporting digital literacy skills for students and educators
• Sourav Pattanayak discusses how digital literacy is defined in India, and the formal and informal ways educators are teaching digital literacy
• Sandra Hartman explores strategies for enhancing digital literacy in the US
• Gavin Davenport asks what would happen if we considered digital literacy in the same way as we consider traditional literacy

This issue also includes inspiring articles from the world of computer science education:

• Leah Dungay tells us about a programme combining physics, video games, and the Large Hadron Collider to engage young people in particle physics 
• Gina Fugate shares how digital accessibility enhances digital experiences for all
• Halima Bhayat shares her inspiring journey in computer science

And there is lots more for you to discover in issue 26.

New podcast series in audio and video

We’re also pleased to announce that the Hello World podcast has returned alongside the magazine with a miniseries also focused on digital literacy.

We asked for your thoughts on the podcast in our previous annual survey, and you kindly sent us lots of helpful feedback. Based on that, we’re trialling new episode formats, welcoming additional hosts, and bringing in more expert voices from around the world.

On Tuesday 15 April we’ll be releasing our first teacher tips episode, a shorter podcast with 3 teachers sharing practical, actionable tips for improving digital literacy in the classroom. 

The week after, Tuesday 22 April, you’ll be able to hear a brilliant conversation between the Raspberry Pi Foundation’s Chief Learning Officer, Rachel Arthur, and two special guests: Dr Jessica Hamer from King’s College London’s School of Education, Communication and Society, and Becky Patel from Tech She Can. They’ll be discussing the current state of girls’ engagement in computing — a wide-reaching and important conversation exploring how we can empower more girls in computing through school, university and their careers.

Then on Tuesday 29 April the final episode in the miniseries will be a panel debate about “digital natives” where we’ll be asking, ‘Are young people who grew up with technology around them truly tech-savvy, or are they dependent on digital tools without understanding how they work?’ James Robinson — Senior Learning Manager here at the Raspberry Pi Foundation and regular host of the podcast — will lead this discussion as global educators debate the myth of the “digital native,” uncover how it could overlook complex issues of access, skills, and education, and consider what it really takes to be tech-smart in the modern world.

More information and links to listen can be found inside the magazine.

Share your thoughts & subscribe to Hello World

We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.

• Share your thoughts and ideas about Hello World and the new issue with us via the Raspberry PI Foundation social media channels
• Find out how you can write for the magazine

Subscribe to Hello World for free to never miss an issue.

The post Hello World #26 out now: Digital Literacy appeared first on Raspberry Pi Foundation.

We’ve supported Code Clubs, partnered with government organisations, and designed and delivered a complete computing curriculum for students in grades 6 to 12 and at the undergraduate level. Our curriculum is tailored to the Indian context, and we provide extensive support to help teachers deliver it effectively.

In another recent blog, we shared in detail how we’ve created an impactful curriculum for India. We’re now excited to share our new report evaluating how our curriculum is being taught in Telangana and Odisha. This report demonstrates the impact we’ve had so far, highlighting our successes and the key lessons we have learnt.

Key findings from the evaluation

Our evaluations of how the curriculum is being taught show that teachers are well-equipped to deliver the curriculum and provide high-quality and accessible learning experiences that develop students’ computing knowledge and skills.

In Telangana, we partnered with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) to introduce our curriculum at the Coding Academy School and Coding Academy College. Our report found that all school and college teachers we trained agreed they felt confident teaching students using the resources provided. Students were very positive about the classes, and their assessment scores demonstrated strong learning outcomes: 77% of school students and 70% of college students achieved at least 60% of available marks.

In Odisha, we worked with Learning Links Foundation and Quest Alliance, in partnership with Panchasakha Sikhya Setu (PSS) Abhiyan, to deliver the IT and Coding Curriculum (Kaushali) to students in grades 9 and 10. Our findings were also very positive:

• 87% of teacher respondents agreed that the curriculum resources were high quality and useful for their teaching
• 91% felt more confident about teaching IT and coding due to the curriculum resources
• 93% of teachers agreed that the training helped them understand the curriculum’s structure, content, and objectives
• 89% felt confident in teaching the curriculum after the training
• Teachers also reported a positive impact on their students, with almost all agreeing that it improved students’ coding skills, digital literacy, and understanding of responsible digital citizenship

The report also highlights how students better understood how computing and coding are used in the world and developed an increased interest in pursuing careers in these fields.

Key factors for effective implementation

Our evaluations show the importance of several factors when launching a computing curriculum:

• Aligning content with students’ experience and interests: Content should be tailored to students’ existing knowledge, culturally relevant, and follow industry standards to prepare them for employment
• Providing extensive support to teachers: This includes careful selection and training of master teachers, comprehensive training for teachers that considers their knowledge and experience, and ongoing support through webinars, calls, and classroom observations
• Ensuring sufficient quantity and quality of infrastructure: Adequate equipment and internet access are crucial for effective teaching and learning

We are committed to always improving our approach to ensure that all young people in India have the opportunity to learn about computing.

Join us in shaping the future

You can read our new report here. If you are interested in partnering with us or want to learn more about our mission, please contact india@raspberrypi.org.

The post Empowering India’s digital future: Our computing curriculum’s impact appeared first on Raspberry Pi Foundation.

Experience CS enables educators to teach computer science through a standards-aligned curriculum that integrates computer science concepts and knowledge into core subjects like maths, science, languages, and the arts. 

This cross-curricular and integrated approach is one of the most effective ways to provide younger students with an introduction to computer science and is increasingly important as the impact of digital technology reaches every corner of our lives. We also know that embedding CS in real-world contexts helps make it meaningful and relevant for students, which is essential if we are going to inspire kids from different backgrounds to want to learn more about computer science and technology. 

Built by educators, for educators 

The team behind Experience CS includes educators with significant experience of teaching CS in elementary and middle school settings and everything we do is being informed by the world’s leading research into effective pedagogy as well as extensive testing and research in classrooms. This won’t stop when we launch. We will continue to develop and improve the curriculum and resources in response to feedback from teachers and students. 

One of the most important design principles for Experience CS is that it can be used by any educator. You don’t need a CS qualification or any previous experience in teaching CS classes to deliver engaging and creative learning experiences for your students. 

We will provide lesson plans, classroom resources, and an online platform that is designed to be easy and safe to use. We will also provide educators with professional development to help build their confidence, knowledge, and skills. You don’t need to adapt or amend the resources to use them, but you will be able to if you want to. We trust teachers to know what is best for their classrooms.

A creative and safe learning experience 

Crucially, Experience CS will be a creative learning experience. We’ve all seen those apps and platforms that purport to teach computer science by having young people direct their favourite pop culture character around a maze. While those types of games can be fun, we think that they fail to convey the creative potential of computer science and leave more students feeling “why bother” rather than being inspired to learn more. 

That’s why Experience CS includes self-directed creative projects using the popular programming platform Scratch, with clear instructions and endless opportunities for young people to express themselves creatively. 

We know that online safety is the most important consideration for schools, teachers, and parents, which is why we have built a version of Scratch that is safe for schools. That means it won’t have the community and sharing features that are so central to the full Scratch platform. It will come with simple and intuitive classroom management features that enable teachers to create accounts, set assignments, review progress, and provide feedback to students. 

Free forever, for everyone

Our promise is that Experience CS will be available for teachers and students anywhere in the world to use for free, for as long as you need it. 

Initially, we are developing the curriculum and resources for the US and Canadian education systems and we will be mapping the lessons to national and local standards in both countries. The materials will all be available in English, French, and Spanish. We will also be focusing our professional development and support for schools in the US and Canada, including working with a fantastic network of educational partners. 

Building on the legacy of CS First 

We are delighted that Experience CS is supported by Google and that we are able to build on the fantastic work that they have done over many years to support educators and students through CS First. 

Google has today announced that CS First will no longer be available from June 30, 2025 and that they are recommending that their users should move over to Experience CS for the next school year. That is a huge vote of confidence from a team that really knows what they are talking about. I want to pay tribute to everyone at Google who has worked so hard over the years to support teachers and inspire students through CS First. 

We are looking forward to working with all of the CS First community to make sure that you are supported through the transition and set up ready to go for the start of the new school year. You can find out more about the support we will be offering by registering here.

The post Experience CS: A new way to teach computer science appeared first on Raspberry Pi Foundation.

How our approach to translation considers design, process and people

English is seen by many as the language of computing, and in many countries, it’s also either the language of education or a language that young people aspire to learn. However, English is, in some instances, a barrier to learning: young people in many communities don’t have enough knowledge of English to use it to learn about digital technologies, or even if they do, the language of communication with other students, teachers, or volunteers may not be English.

In a world where browsers can instantly translate web pages and large language models can power seemingly perfect conversations in virtually any language, it’s easy to assume that translation just happens and that somehow, technology takes care of it. Unfortunately, that’s not the case. Technology is certainly crucial to translation, but there’s much more to it than that. Our approach to translation involves considering design, process, and people to ensure that localised materials truly help young people with their learning journey. 

Localisation or translation?

Localisation and translation are similar terms that are often used interchangeably. Localisation normally refers to adapting a product to suit a local market, whereas translation is a subset of localisation that involves changing the language of the text. For instance, localisation includes currencies, measurements, formatting dates and numbers, and contextual references. Meanwhile, translation involves only changing the language of the text, such as from English to French.

At the Raspberry Pi Foundation, we see translation as an enabler. It enables volunteers to reach learners, learners to succeed in their educational goals, and the Foundation to achieve its mission all over the world.

Four key ways the Foundation maximises the impact and reach of our translated materials

1. Create with localisation in mind

Regardless of whether learning materials are intended for English-speaking or global audiences, it’s important to create and design them with localisation in mind. That way, they can be used in a variety of places, and any piece of content (text, graphics, or illustrations) can be modified to meet the needs of the target audience. Keeping localisation in mind might include allowing space for text expansion, being mindful of any text embedded in graphic elements, and even making sure the context is understandable for a variety of audiences. Making a piece of content localisable at the creation stage is virtually cost-free. Modifying fully built assets to translate them or to use them in other markets can be expensive and extremely time-consuming!

2. Always have user needs and priorities upfront

Before investing in localising or translating any materials, we seek to understand the needs and priorities of our users. In many countries where English is not the usual language of communication, materials in English are a barrier, even if some of the users have a working knowledge of English. Making materials available in local languages directly results in additional reach and enhanced learning outcomes. In other communities where English has a certain status, a more selective approach may be more appropriate. A full translation may not be expected, but translating or adapting elements within them, such as introductions, videos, infographics, or glossaries, can help engage new learners.

3. Maximise the use of technology

While it’s possible to translate with pen and paper, translation is only scalable with the use of technology. Computer-assisted translation tools, translation memories, terminology databases, machine translation, large language models, and so on are all technologies that play their part in making the translation process more efficient and scalable. 

At the Foundation, we make use of a variety of translation technologies and also, crucially, work very closely with our content and development teams to integrate their tools and processes into the overall localisation workflow. 

4. Take great care of the people

Even with the best technology and the smoothest integrations, there is a human element that is absolutely essential. Our amazing community of volunteers and partners work very closely with learners in their communities. They understand the needs of those learners and have a wealth of information and insights. We work with them to prioritise, translate, review and test the learning materials. They are key to ensuring that our learning materials help our users reach their learning goals.

In summary

Thinking about localisation from the moment we start creating learning materials, understanding the needs of users when creating our end goals, maximising the use of technology, and taking good care of our people and partners are the key principles that drive our translation effort. 

If you’d like to find out more about translation at the Raspberry Pi Foundation or would like to contribute to the translation of our learning materials, feel free to contact us at translation@raspberrypi.org.  

A version of this article also appears in Hello World issue 23.

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