Come_IN computer clubs are an established approach to support inter-cultural and inter-generational learning in German neighborhoods. We explore the adaptation of the come_IN concept to the Palestinian context as a means to bridge the social and economic divide that has plagued West Bank society for a period of more than six decades. Social exclusion, political conflicts and prolonged military occupation have kept the refugee camps in a perpetual state of marginalization. In this paper we report on our work in Al Amari-- a Palestinian refugee camp adjacent to the city of Ramallah. We examine how the computer club enables the emergence of social ties among residents of the camp and university students acting as tutors. Even though the ties are small-scale and informal, they have the potential to generate new and wider opportunities for exchange that may eventually support more social integration between the camp's marginalized population and the wider Palestinian population.

Computational thinking is considered best practice for teaching computing and more broadly to solve problems and design systems, however as computing extends beyond the desktop (for instance increased integration of ubicomp technologies) so too must our educational methods. Exposure to ubicomp technologies is most accessible through the maker movement. With this in mind we argue we must move from computational thinking to computational making as an educational framework. Here we present a case study of children's making to support our vision for a broader conception of computational making.