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What Does Computer Science and Maker Education Look Like in 2030?

: Making and computer science are fast becoming a part of the educational experience of youth growing up today. At the outset of a new decade, it is important to take pause to think critically about where we are and where we want to go. In order to realize our desired vision for the future of computer science and Maker education, the seeds must be planted today. The goal of this symposium is to bring together computer science and Maker education researchers to lay out a vision for where we hope to see these fields go over the course of the next decade. Each presenter in this session will share work currently underway and discuss how it helps set us on a path towards realizing these visions. In doing so, we seek to set an aspirational agenda and position the Learning Sciences at the forefront of defining the future of computer science and Maker education. These questions include: How do we make computer science and Making relevant to learners? What technologies, concepts, and practices do we emphasize? How does computer science and Making relate to existing subject areas? How and where do these experiences take place? If/how should they be assessed? How can we ensure computer science and Making instruction happens in equitable and accessible ways? How do we prepare teachers and educators to take on this responsibility? What is the role of researchers and policy in this process? problem. goals for which, sometimes, individual preferences may not be considered. We propose that Maker education in 2030 should address individual learners' interests and moment-by-moment needs, and at the same time, orient them to the collaborative nature of making. Based on our analysis of interactions between children having conflicting interests during collective making at a current Maker education setting, we draw several implications for transforming makerspaces to be individualized and collaborative learning space by 2030. The inevitability of encountering "bugs" in code can make learning to program emotionally intense, demanding of complex problem solving, and capable of shaping emergent discipline-specific identities. Researchers are now studying interactions between these phenomenological features of learning to program (Sengupta, Dickes, & Farris, 2018). Building on this work, we present a vision for 2030 computer science education in which learning environments encourage sustained teacher-student and student-student communication about emotion , problem solving , and identity , especially surrounding failure. In a step toward unpacking this vision, we draw on a design-research study that used art making to support reflection and communication on these facets of learning to program. Through the portraiture methodology (Lawrence- Lightfoot & Davis, 1997), we document the experiences of three middle and high school girl coders over 2½ years. Over this period of summer/weekend coding workshops, each student developed independent, confident, and generative programming practices. The portraits unpack how learners viewed themselves evolving at the intersection of emotion, problem solving, and identity, and they make a case for working toward learning environments that invite participants, whether through art making or other forms of reflection, to surface, understand, and responsively support one another’s unique experiences with failure. In the past decade, the potential of Making has moved beyond informal learning settings to schools, libraries, and museums. In 2030, we predict the Making practices will be further supported and sustained within local communities by centering these practices around public libraries serving as information institutions that provide democratic access to resources, expertise, and facilitation for community engagement. To realize this vision, our study addresses the lack of research at the intersection of making, community engagement, and rural libraries by investigating both the youth and the librarian perspectives related to community engagement, makerspace, and youth informal learning. Guided by situated learning theory that recognizes librarian and youth activities as situated within their everyday practices, prior knowledge, and culture, our research conducts a case study of small-town and rural libraries within Indiana through cultural probes (Gaver et al., 1999), semi-structured interviews, and co-design to identify the current status of rural libraries and identify facilitators for, and invisible barriers to establishing library makerspaces as sites of community engagement. In this poster, we present a context-specific model for implementing youth making programs within small-town and rural libraries based on our study findings. to develop demonstrate about As a to them through the decomposition while designing their Scratch projects. The study will present how students interacted with the scaffolded worksheet, and the contents of decomposed tasks will be analyzed. This study will identify what cognitive skills are required in decomposition processes and suggest instructional strategies facilitating decomposition processes that can be adopted in various problem-solving contexts.