While unquestionably research on CSE education is centered in the SIGCSE conference, other venues such as the International Joint Conference on Pervasive and Ubiquitous Computing (Ubicomp), and the Conference on Tangible, Embedded and Embodied Interaction (TEI), and the Conference on Interaction Design and Children (ICD) explore CS education focusing on educational play and novel off the desktop techniques for CS education. Unfortunately, this literature remains isolated from the mainstream CSE literature, and this lightning talk attempts to help contribute to rectifying this by presenting a core recent educational theory "Computational Making" and discuss its contributions to CSE.

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.

In this paper we explore the appropriateness of e-textiles for teaching programming to mixed gender groups ages 8-12, allowing children to construct maker identities around technology. Our findings demonstrate the potential of e-textiles to promote girls' and boys' computational literacy, and the required craft and programming skills for making that can disrupt binary gender roles. We argue it allows both girls and boys to demonstrate technical mastery as well as to explore and construct a spectrum of gendered sociotechnical identities that might otherwise be obscured by conventional masculinist attitudes towards technology.