Mitch Resnick: Let's teach kids to code

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Eivind Tøstesen Reviewer: Anders Finn Jørgensen

It was a Saturday afternoon in May,

Det var en lørdag eftermiddag i maj,

and I suddenly realized

og jeg opdagede pludselig at

that the next day was Mother's Day,

næste dag var mors dag,

and I hadn't gotten anything for my mom,

og jeg havde ikke købt noget til min mor.

so I started thinking about

Så jeg begyndte at tænke over

what should I get my mom for Mother's Day?

hvad jeg skulle give min mor til mors dag?

I thought, why don't I make her

Jeg tænkte hvorfor ikke lave

an interactive Mother's Day card

et interaktivt mors dags kort til hende

using the Scratch software that I'd been developing

med den Scratch software, jeg havde udviklet

with my research group at the MIT Media Lab?

med min forskergruppe på MIT Media Lab?

We developed it so that people could easily create

Vi udviklede det for at folk let kan skabe

their own interactive stories and games and animations,

deres egne interaktive historier og spil og animationer,

and then share their creations with one another.

og derefter dele deres kreationer med hinanden.

So I thought, this would be an opportunity to use Scratch

Så jeg tænkte at dette var en mulighed for at bruge Scratch

to make an interactive card for my mom.

til at lave et interaktivt kort til min mor.

Before making my own Mother's Day card,

Før jeg lavede mit eget mors dags-kort,

I thought I would take a look

ville jeg se på

at the Scratch website.

hjemmesiden for Scratch.

So over the last several years, kids around the world

I løbet af de sidste mange år har børn over hele verden

ages 8 and up, have shared their projects,

i alderen 8 og opad delt deres projekter,

and I thought, I wonder if, of those three million projects,

så jeg tænkte at der blandt de millioner af projekter

whether anyone else has thought to put up Mother's Day cards.

måske var andre der havde tænkt på mors dags-kort.

So in the search box I typed in

Så i søgefeltet skrev jeg

"Mother's Day,"

"mors dag",

and I was surprised and delighted to see a list

og jeg blev glædeligt overrasket over at se

of dozens and dozens of Mother's Day cards

en liste over dusinvis af mors dags-kort

that showed up on the Scratch website,

som dukkede op på hjemmesiden for Scratch,

many of them just in the past 24 hours

mange af dem var lavet i løbet af de sidste 24 timer

by procrastinators just like myself.

af folk som havde udsat det, som mig selv.

So I started taking a look at them. (Music)

Så jeg begyndte at se på dem. (Musik)

I saw one of them that featured a kitten

Jeg så på et kort som viste en killing

and her mom and wishing her mom a happy Mother's Day.

og dens mor og den ønskede tillykke med mors dag.

And the creator very considerately

Og forfatteren var så omtænksom

offered a replay for her mom.

at tilbyde sin mor en afspilning forfra.

Another one was an interactive project where,

Et andet var et interaktivt projekt hvor,

when you moved the mouse over the letters of "Happy Mom Day,"

når du flyttede musen over bogstaverne i "Tillykke med mors dag",

it reveals a special happy Mother's Day slogan.

så afsløredes et specielt slogan for mors dag.

(Music) In this one, the creator told a narrative

(Musik) I dette kort fortalte forfatteren

about how she had Googled to find out

hvordan hun havde googlet for at finde ud af

when Mother's Day was happening.

hvornår det var mors dag.

(Typing) And then once she found out when Mother's Day was happening,

(Taster) Og når hun fandt ud af hvornår det var mors dag,

she delivered a special Mother's Day greeting

afleverede hun et specielt mors dags-budskab

of how much she loved her mom.

om hvor meget hun elskede sin mor.

So I really enjoyed looking at these projects

Så jeg nød at se på disse projekter

and interacting with these projects.

og prøve disse projekter interaktivt.

In fact, I liked it so much that, instead of making my own project,

Faktisk kunne jeg lide dem så godt at, i stedet for at lave mit eget projekt,

I sent my mom links to about a dozen of these projects. (Laughter)

sendte jeg min mor links til et dusin projekter. (Latter)

And actually, she reacted exactly the way that I hoped that she would.

Og hun reagerede faktisk præcis som jeg havde håbet.

She wrote back to me and she said,

Hun skrev tilbage og svarede:

"I'm so proud to have a son that created the software

"Jeg er så stolt over at have en søn, som skrev den software

that allowed these kids to make Mother's Day cards for their mothers."

som gjorde det muligt for disse børn at lave mors dags-kort til sine mødre".

So my mom was happy, and that made me happy,

Så min mor blev glad og derfor blev jeg glad,

but actually I was even happier for another reason.

men jeg blev faktisk endnu gladere af en anden grund.

I was happy because these kids were using Scratch

Jeg blev glad fordi disse unger brugte Scratch

just in the way that we had hoped that they would.

præcis sådan som vi havde håbet de ville.

As they created their interactive Mother's Day cards,

Ved at lave deres interaktive mors dags-kort,

you could see that they were really

viste de at de virkelig

becoming fluent with new technologies.

var begyndt at beherske ny teknologi.

What do I mean by fluent?

Hvad mener jeg med at beherske?

I mean that they were able to start expressing themselves

Jeg mener at de kunne begynde at udtrykke sig

and to start expressing their ideas.

og udtrykke sine ideer.

When you become fluent with language,

Når du behersker sprog flydende,

it means you can write an entry in your journal

betyder det at du kan skrive i din dagbog

or tell a joke to someone or write a letter to a friend.

eller fortælle en vittighed eller skrive et brev til en ven.

And it's similar with new technologies.

Og det er noget lignende med ny teknologi.

By writing, be creating these interactive Mother's Day cards,

Ved at lave disse interaktive mors dags-kort,

these kids were showing that they were really fluent

viste disse børn at de virkelig behersker

with new technologies.

ny teknologi.

Now maybe you won't be so surprised by this,

Måske er dette ikke så overraskende for jer,

because a lot of times people feel that

for folk synes ofte at

young people today can do all sorts of things with technology.

unge i dag kan gøre alt muligt med teknologi.

I mean, all of us have heard young people referred to as "digital natives."

Jeg mener, vi har alle hørt unge blive kaldt "digitale indfødte".

But actually I'm sort of skeptical about this term.

Men jeg er faktisk skeptisk til denne betegnelse.

I'm not so sure we should be thinking of young people as digital natives.

Jeg er ikke sikker på at vi skal tænke på unge som digitale indfødte.

When you really look at it, how is it that young people

Lad os se på hvordan de unge egentlig

spend most of their time using new technologies?

bruger det meste af tiden med ny teknologi?

You often see them in situations like this,

Man ser dem ofte i situationer som denne,

or like this,

eller denne,

and there's no doubt that young people

og der er ikke tvivl om at unge

are very comfortable and familiar browsing

føler sig hjemme med at surfe

and chatting and texting and gaming.

og chatte og sende sms og spille.

But that doesn't really make you fluent.

Men det betyder ikke at du behersker det.

So young people today have lots of experience

Dagens unge har meget erfaring med

and lots of familiarity with interacting with new technologies,

at bruge ny teknologi interaktivt,

but a lot less so of creating with new technologies

men mindre erfaring med at skabe noget med ny teknologi

and expressing themselves with new technologies.

og udtrykke sig selv med ny teknologi.

It's almost as if they can read

Det er næsten som om de kan læse

but not write with new technologies.

men ikke skrive med ny teknologi.

And I'm really interested in seeing, how can we help young people become fluent

Jeg er interesseret i hvordan vi kan hjælpe de unge i gang med at beherske det,

so they can write with new technologies?

så de kan skrive med ny teknologi?

And that really means that they need to be able to

Det betyder at de faktisk må lære at

write their own computer programs, or code.

skrive deres egne computerprogrammer eller at kode.

So, increasingly, people are starting to recognize

Folk begynder at erkende

the importance of learning to code.

hvor vigtigt det er at lære at kode.

You know, in recent years, there have been

I de senere år er der kommet

hundreds of new organizations and websites

hundredevis af organisationer og websider

that are helping young people learn to code.

som hjælper unge med at lære programmering.

You look online, you'll see places like Codecademy

På nettet ser du steder som Codecademy

and events like CoderDojo

og begivenheder som CoderDojo

and sites like Girls Who Code,

og websider som Girls Who Code

or Black Girls Code.

eller Black Girls Code.

It seems that everybody is getting into the act.

Det ser ud som om alle skal til at gøre det.

You know, just at the beginning of this year,

I starten af dette år,

at the turn of the new year,

omkring nytår,

New York City Mayor Michael Bloomberg

havde New Yorks borgmester Michael Bloomberg

made a New Year's resolution that he was going to learn

det nytårsforsæt at han skulle lære

to code in 2012.

at kode i 2012.

A few months later, the country of Estonia decided that

Få måneder senere besluttede Estland at

all of its first graders should learn to code.

alle i første klasse skulle lære at kode.

And that triggered a debate in the U.K.

Og det udløste en debat i England

about whether all the children there should learn to code.

om alle børn der skulle lære at kode.

Now, for some of you, when you hear about this,

For nogle af jer, når I hører om dette,

it might seem sort of strange about everybody learning to code.

kan det lyde lidt mærkeligt at alle lærer at kode.

When many people think of coding, they think of it

Når mange mennesker tænker på programmering, tænker de på det

as something that only a very narrow sub-community

som noget kun et lille miljø

of people are going to be doing,

af mennesker får brug for at gøre,

and they think of coding looking like this.

og de tænker på det som noget der ser sådan ud.

And in fact, if this is what coding is like,

Og rigtigt nok, hvis dette er programmering,

it will only be a narrow sub-community of people

er det kun en snæver kreds af mennesker

with special mathematical skills and technological background

med specielle matematiske evner og teknisk baggrund

that can code.

som kan programmere.

But coding doesn't have to be like this.

Men programmering behøver ikke være sådan.

Let me show you about what it's like to code in Scratch.

Lad mig vise jer hvordan det er at kode i Scratch.

So in Scratch, to code, you just snap blocks together.

At kode i Scratch er bare at sætte klodser sammen.

In this case, you take a move block,

I dette tilfælde tager du en bevægelsesklods,

snap it into a stack,

sætter den ind i en stabel,

and the stacks of blocks control the behaviors

og stablerne af klodser styrer opførselen

of the different characters in your game or your story,

af de forskellige figurer i dit spil eller din historie,

in this case controlling the big fish.

i dette tilfælde styres den store fisk.

After you've created your program, you can click on "share,"

Når du har lavet dit program kan du klikke på "Del projektet",

and then share your project with other people,

og dele dit projekt med andre mennesker,

so that they can use the project

så de kan bruge dit projekt

and start working on the project as well.

og selv begynde at arbejde på projektet.

So, of course, making a fish game isn't the only thing

At lave et fiskespil er selvfølgelig ikke det eneste

you can do with Scratch.

man kan gøre med Scratch.

Of the millions of projects on the Scratch website,

Blandt de millioner projekter på Scratch hjemmesiden

there's everything from animated stories

er der alt fra animerede historier

to school science projects

til naturfagsprojekter,

to anime soap operas

animere sæbeoperaer,

to virtual construction kits

virtuelle byggesæt,

to recreations of classic video games

genskabninger af klassiske videospil,

to political opinion polls

politiske meningsmålinger,

to trigonometry tutorials

lektioner i trigonometri,

to interactive artwork, and, yes,

interaktiv kunst, og ja,

interactive Mother's Day cards.

interaktive mors dags-kort.

So I think there's so many different ways

Så jeg mener der er så mange måder

that people can express themselves using this,

folk kan udtrykke sig på med dette,

to be able to take their ideas and share their ideas with the world.

og tage deres ideer og dele dem med verden.

And it doesn't just stay on the screen.

Og det bliver ikke bare på skærmen.

You can also code to interact with the physical world around you.

Du kan også programmere en interaktion med den fysiske verden omkring dig.

Here's an example from Hong Kong,

Her er et eksempel fra Hong Kong,

where some kids made a game

hvor nogle børn lavede et spil

and then built their own physical interface device

og byggede deres eget fysiske interface

and had a light sensor, so the light sensor

med en lysmåler. Og lysmåleren

detects the hole in the board,

kan detektere hullet i pladen,

so as they move the physical saw,

så når de flytter den fysiske sav,

the light sensor detects the hole

ser lysmåleren hullet

and controls the virtual saw on the screen

og styrer den virtuelle sav på skærmen

and saws down the tree.

og fælder træet.

We're going to continue to look at new ways

Vi skal fortsætte med at se på nye måder

of bringing together the physical world and the virtual world

at forbinde den fysiske verden og den virtuelle verden

and connecting to the world around us.

og få forbindelse med verden omkring os.

This is an example from a new version of Scratch

Dette er et eksempel fra en ny version af Scratch

that we'll be releasing in the next few months,

som vi udgiver i løbet af få måneder,

and we're looking again to be able

hvor vi igen forsøger

to push you in new directions.

at skubbe dig i nye retninger.

Here's an example.

Her er et eksempel.

It uses the webcam.

Det bruger webkameraet.

And as I move my hand, I can pop the balloons

Og når jeg bevæger hånden, kan jeg sprænge ballonerne

or I can move the bug.

eller jeg kan flytte insektet.

So it's a little bit like Microsoft Kinect,

Så det er lige som Microsoft Kinect,

where you interact with gestures in the world.

hvor man styrer med bevægelser i den virkelige verden.

But instead of just playing someone else's game,

Men i stedet for bare at spille nogle andres spil,

you get to create the games,

kan du skabe dine egne spil,

and if you see someone else's game,

og hvis du ser en andens spil,

you can just say "see inside,"

siger du bare "see inside",

and you can look at the stacks of blocks that control it.

og så kan du se stablerne af klodser som styrer det.

So there's a new block that says how much video motion there is,

Der er en ny klods som fortæller hvor meget videobevægelse der er,

and then, if there's so much video motion,

og hvis der er nok videobevægelse

it will then tell the balloon to pop.

fortæller den til ballonen at den skal sprænge.

The same way that this uses the camera

På samme måde som den bruger kameraet

to get information into Scratch,

til at hente information ind i Scratch,

you can also use the microphone.

kan du også bruge mikrofonen.

Here's an example of a project using the microphone.

Her er et eksempel på et projekt som bruger mikrofonen.

So I'm going to let all of you control this game

Så nu vil jeg lade jer alle styre dette spil

using your voices.

ved at bruge stemmerne.

(Crickets chirping) (Shouts) (Chomping)

(Insektlyde) (Råb) (Tyggelyde)

(Laughter)

(Latter)

(Applause)

(Applaus)

As kids are creating projects like this,

Når børn skaber projekter som dette,

they're learning to code,

lærer de programmering,

but even more importantly, they're coding to learn.

men mere vigtigt, de programmerer for at lære.

Because as they learn to code,

For når de lærer at programmere,

it enables them to learn many other things,

bliver de i stand til at lære mange andre ting,

opens up many new opportunities for learning.

det åbner mange nye muligheder for læring.

Again, it's useful to make an analogy to reading and writing.

Igen er det nyttigt med analogien med at læse og skrive.

When you learn to read and write, it opens up

Når du lærer at læse og skrive, giver det

opportunities for you to learn so many other things.

mulighed for at lære mange andre ting.

When you learn to read, you can then read to learn.

Når du lærer at læse kan du læse for at lære.

And it's the same thing with coding.

Og det er det samme med programmering.

If you learn to code, you can code to learn.

Når du lærer at kode kan du kode for at lære.

Now some of the things you can learn are sort of obvious.

Noget af det du kan lære er en selvfølge.

You learn more about how computers work.

Du lærer om hvordan computere virker.

But that's just where it starts.

Men det er bare begyndelsen.

When you learn to code, it opens up for you to learn

Når du lærer at kode får du adgang til at

many other things.

lære mange andre ting.

Let me show you an example.

Lad mig vise et eksempel.

Here's another project,

Her er et andet projekt,

and I saw this when I was visiting

som jeg så da jeg besøgte

one of the computer clubhouses.

et af computerklubhusene.

These are after-school learning centers that we helped start

Det er fritidsklubber vi har hjulpet i gang,

that help young people from low-income communities

som hjælper unge fra miljøer med lav indtægt

learn to express themselves creatively with new technologies.

med at lære at udtrykke sig kreativt med ny teknologi.

And when I went to one of the clubhouses a couple years ago,

Da jeg besøgte et af klubhusene for nogle år siden,

I saw a 13-year-old boy who was using our Scratch software

så jeg en 13-årig dreng som brugte Scratch softwaren

to create a game somewhat like this one,

til at lave et spil som ligner dette,

and he was very happy with his game and proud of his game,

og han var glad for sit spil og stolt over det,

but also he wanted to do more.

men han ville også gøre mere.

He wanted to keep score.

Han ville tælle point.

So this was a game where the big fish eats the little fish,

Det var et spil hvor den store fisk spiser den lille fisk,

but he wanted to keep score, so that each time

og han ville tælle point, så hver gang

the big fish eats the little fish,

den store fisk spiser den lille fisk,

the score would go up and it would keep track,

går antal point op og dermed tælles point,

and he didn't know how to do that.

men han vidste ikke hvordan man gør det.

So I showed him.

Så jeg viste ham det.

In Scratch, you can create something called a variable.

I Scratch kan du lave noget der hedder en variabel.

I'll call it score.

Jeg kalder den scoren.

And that creates some new blocks for you,

Og så får du nogle nye klodser,

and also creates a little scoreboard that keeps track of the score,

og en lille pointtavle som holder styr på scoren,

so each time I click on "change score," it increments the score.

så hver gang jeg klikker på "change score" så lægges 1 til scoren.

So I showed this to the clubhouse member --

Så dette viste jeg til klubhusmedlemmet --

let's call him Victor -- and Victor,

lad os kalde ham Viktor -- og når Viktor

when he saw that this block would let him increment the score,

så at denne klods lod ham lægge 1 til scoren,

he knew exactly what to do.

vidste han nøjagtig hvad han skulle gøre.

He took the block

Han tog klodsen

and he put it into the program

og puttede den ind i programmet

exactly where the big fish eats the little fish.

præcis der hvor den store fisk spiser den lille.

So then, each time the big fish eats the little fish,

Så hver gang den store fisk spiser den lille fisk

he will increment the score, and the score will go up by one.

går scoren op med 1.

And it's in fact working.

Og det virker faktisk.

And he saw this, and he was so excited,

Da han så det, blev han så glad,

he reached his hand out to me,

han gav mig hånden

and he said, "Thank you, thank you, thank you."

og sagde "Tak, tak, tak".

And what went through my mind was,

Og jeg tænkte

how often is it that teachers are thanked by their students

hvor ofte er det at lærere bliver takket af sine elever

for teaching them variables? (Laughter)

for at lære dem variable? (Latter)

It doesn't happen in most classrooms,

Det sker ikke i de fleste klasserum,

but that's because in most classrooms, when kids learn about variables,

men grunden er at når børn lærer om variable i de fleste klasserum,

they don't know why they're learning it.

så ved de ikke hvorfor de lærer det.

It's nothing that, really, they can make use of.

Det er ikke noget de egentlig kan bruge til noget.

When you learn ideas like this in Scratch,

Når du lærer begreber som dette i Scratch,

you can learn it in a way that's really meaningful and motivating for you,

kan du gøre det på en meningsfuld og motiverende måde,

that you can understand the reason for learning variables,

hvor du forstår grunden til at du lærer variable,

and we see that kids learn it more deeply

og vi ser at børn lærer det dybere

and learn it better.

og bedre.

Victor had, I'm sure, been taught about variables in schools,

Jeg er sikker på at Viktor havde lært om variable i skolen,

but he really didn't -- he wasn't paying attention.

men det havde han egentlig ikke, for han havde ikke hørt efter.

Now he had a reason for learning variables.

Nu fik han en grund til at lære variable.

So when you learn through coding, and coding to learn,

Så når du lærer gennem programmering og programmerer for at lære,

you're learning it in a meaningful context, and that's the best way of learning things.

lærer du i en meningsfuld kontekst og det er den bedste måde at lære ting på.

So as kids like Victor are creating projects like this,

Så når børn som Viktor skaber projekter som dette,

they're learning important concepts like variables,

lærer de vigtige begreber som variable

but that's just the start.

men det er kun det første.

As Victor worked on this project and created the scripts,

Da Viktor arbejdede på projektet og lavede scripts

he was also learning about the process of design,

lærte han også om designprocessen,

how to start with the glimmer of an idea

hvordan man starter med en ide

and turn it into a fully-fledged, functioning project

og omdanner den til et færdigt, fungerende projekt

like you see here.

som du ser her.

So he was learning many different core principles of design,

Så han lærte mange kerneprincipper i design,

about how to experiment with new ideas,

hvordan man eksperimenterer med nye ideer,

how to take complex ideas and break them down into simpler parts,

hvordan man bryder komplekse ideer op i simplere dele,

how to collaborate with other people on your projects,

hvordan man samarbejder med andre på sine projekter,

about how to find and fix bugs when things go wrong,

hvordan man finder og ordner fejl når noget går galt,

how to keep persistent and to persevere

hvordan man er tålmodig og holder ud

in the face of frustrations when things aren't working well.

når man møder frustrationer over ting der ikke går så godt.

Now those are important skills

Det er vigtige færdigheder

that aren't just relevant for coding.

som ikke bare er relevante for programmering.

They're relevant for all sorts of different activities.

De er relevante for alle mulige aktiviteter.

Now, who knows if Victor is going to grow up and become

Hvem ved om Viktor vokser op og bliver

a programmer or a professional computer scientist?

en programmør eller datalog?

It's probably not so likely,

Det er ikke så sandsynligt,

but regardless of what he does,

men uanset hvad han gør,

he'll be able to make use of these design skills that he learned.

vil han kunne bruge de færdigheder i design han har lært.

Regardless of whether he grows up to be a marketing manager

Hvad enten han bliver marketing manager

or a mechanic or a community organizer,

eller mekaniker eller leder i lokalmiljøet,

that these ideas are useful for everybody.

er disse ideer nyttige for alle.

Again, it's useful to think about this analogy with language.

Igen er det nyttigt at tænke på analogien med sprog.

When you become fluent with reading and writing,

Når du kan skrive og læse flydende

it's not something that you're doing

er det ikke noget du gør

just to become a professional writer.

for at blive professionel forfatter.

Very few people become professional writers.

Meget få mennesker bliver forfattere.

But it's useful for everybody to learn how to read and write.

Men det er nyttigt for alle at lære at læse og skrive.

Again, the same thing with coding.

Og det er det samme med programmering.

Most people won't grow up to become professional

De fleste bliver ikke professionelle

computer scientists or programmers,

dataloger eller programmører,

but those skills of thinking creatively,

men færdighederne som at tænke kreativt,

reasoning systematically, working collaboratively --

ræsonnere systematisk, arbejde sammen,

skills you develop when you code in Scratch --

færdigheder som du udvikler når du programmerer i scratch,

are things that people can use no matter what they're doing in their work lives.

er noget man kan bruge uanset hvad man gør i sit arbejdsliv.

And it's not just about your work life.

Og det er ikke kun i arbejdslivet.

Coding can also enable you to

Programmering gør dig også i stand til

express your ideas and feelings in your personal life.

at udtrykke dine ideer og følelser i dit personlige liv.

Let me end with just one more example.

Lad mig slutte med endnu et eksempel.

So this is an example that came from

Det er et eksempel jeg fik

after I had sent the Mother's Day cards to my mom,

efter jeg havde sendt mors dags-kortene til min mor,

she decided that she wanted to learn Scratch.

hvorefter hun besluttede at hun ville lære Scratch.

So she made this project for my birthday

Så hun lavede dette projekt til min fødselsdag

and sent me a happy birthday Scratch card.

og sendte mig et fødselsdagskort.

Now this project is not going to win any prizes for design,

Dette projekt kommer ikke til at vinde nogen designpriser,

and you can rest assured that my 83-year-old mom

og du kan være sikker på at min 83-årige mor

is not training to become a professional programmer or computer scientist.

ikke øver sig på at blive en professionel programmør eller datalog.

But working on this project enabled her

Men arbejdet på dette projekt gjorde hende i stand til

to make a connection to someone that she cares about

at knytte bånd til nogen hun bryder sig om

and enabled her to keep on learning new things

og lod hende fortsætte med at lære nye ting

and continuing to practice her creativity

og fortsætte med at bruge sin kreativitet

and developing new ways of expressing herself.

og udvikle nye måder at udtrykke sig på.

So as we take a look and we see that

Så når vi ser os omkring og ser at

Michael Bloomberg is learning to code,

Michael Bloomberg lærer at kode,

all of the children of Estonia learn to code,

alle børn i Estland lærer at kode,

even my mom has learned to code,

selv min mor lærer at kode,

don't you think it's about time that you might be

synes du så ikke det er på tide at du måske

thinking about learning to code?

tænkte over at lære at kode?

If you're interested in giving it a try,

Hvis du er interesseret i at prøve det,

I'd encourage you to go to the Scratch website.

foreslår jeg at du går til Scratch hjemmesiden.

It's scratch.mit.edu,

Det er scratch.mit.edu,

and give a try at coding.

og prøv at kode.

Thanks very much. (Applause)

Mange tak. (Applaus)