We have an education beast interviewing with us today with someone who is really in the trenches of 3D print teaching. Anyone of our listeners that’s a teacher, educator, head of the PTA, or anyone who is considering getting 3D printing into schools this is the one for you. We have Drew Lentz on the podcast today. He has a degree in Mechanical Engineering but he is also involved in product design and was a middle school science teacher. Now for the last two years he has been an employee at MakerBot and is now the manager of the MakerBot learning group.
I think that is really important that MakerBot has a particular division devoted to education and 3D printing. It is his full time job to help teachers or educational institutions get involved in 3D printing by getting them curriculum, how to get started, etc. There’s really no end to what he does to try and help that happen. This is a huge growing area of need, and when you find a need like this you need to throw a bunch of resources at it because you’ve essentially got customers begging for it.
It’s also one of the number one questions that we are getting from our listeners is that they or their school does not know where to start. Their school might have a little budget for a 3D printer but they still aren’t sure where to even begin or know where to find resources.
Listen to the podcast here:
3D Print Teaching Startpoint with Drew Lentz of MakerBot
Drew, thanks so much for joining us today, we are very excited to talk to you about lots of things education related in 3D printing and especially 3D print teaching.
Absolutely, thank you for grabbing me. I’m excited to be here.
We have many educators who are getting started in 3D printing, some of them getting grants, or have their principal coming to them saying they are buying their department a 3D printer, but they are struggling with where to start. Could you go into where you think these teachers should start?
Absolutely. From my experience working with teachers as far as 3D printing goes, it seems the situation you just described is pretty consistent across the country regardless of grade level. Teachers somehow get access to a 3D printer through a grant, or Go Fund Me, or some administrator or IT person has given them one and then they have it. There’s sort of this intimidation factor of “where do I get started?”
What I’d like to talk about are these teachers who have found these easy entry points into how to use 3D printing in their classroom. For example, there is a teacher in New York who ran a CO2 car project. It’s not a 3D printed project, it’s been run in science or technology classes in classrooms for awhile. Essentially think of it as students are given a block of wood and a set of wheels, and the idea is that they carve the wood down into a car like shape, put the wheels in them and race it head to head. They go really fast and fly across the boards, it’s awesome.
Wow that sounds like so much fun. Is this like a CO2 cartridge that I would have used in a small BB gun as a kid?
Yeah, the same thing exactly.
Some people use them in baking. Our daughter loves it to power like a whipped cream dispenser. Probably the more PC example!
So essentially you have these car bodies and you put the little CO2 cartridges in the back of them, and you put two next to each other and essentially pierce the CO2 cartridges at the same time. You can picture then that these two cars go flying, they go really fast, and they fly down the hallway or where ever the teacher has them set up. That project in itself is awesome, but what I love about this teacher, his name is Vinny Garrison, what he did is instead of rewriting and creating this whole new process because he had access to a 3D printer, he just took that project and modified it a little.
The general idea is that the lower the weight, the faster the car goes. So what he did was instead of giving students the premade stock wheels that come with the cars, he had students design and print their own wheels that go on the cars that they had already designed. If you think about it, the stock wheels that came with the kits that they were using were about 5 or 6 grams apiece and he had students designing wheels and printing them out that came in as low as .8 grams. Huge weight savings, and I thought it was a really awesome way to implement 3D printing without having to shake up the entire curriculum and kept everything so on track.
So the students are working with the hand tools and everything, which is really great, but it is also introducing this idea that now they are digitally making part of it, they are iterating on it, and producing their own parts to use in their cars. I thought that that was a great example of somebody who, instead of sitting back and trying to think of what new project to make based on this 3D printer, he found an easy way that a 3D printer would work really well with this existing project. Finding little entry points like that is pretty key to people getting started.
That’s great. I think that’s a really great idea and I love the idea of the wheels because it’s not a really heavy time intensive thing to print. You can print them fairly quickly so it didn’t take a huge amount of time from that standpoint.
Logistically, in the classroom, it becomes a lot easier when you are printing something small like that because you can print one or two within a class period. You could print a plate full of 20 of them overnight and have them be ready in the morning, so you are totally right about that. It becomes a lot easier logistically when you find smaller things to print.
Well I think that’s great and we have talked to teachers who always have thought this is a real daunting task. They think how am I going to develop curriculum for 3D printing and put it in my classroom. The ones who have done it and have come through to the other side, always seem to think it’s the best thing in the world even if at first they completely rejected it.
What kind of resources are there for teachers to help them find some of the projects? I mean, other than reading about the project you just mentioned. Are there other resources they can look to?
Totally. There are a lot of resources I like to point educators to, some that I think are a little less intimidating than others. The best place I like to send them to is Thingiverse. There is actually quite a bit of educational content on Thingiverse, but it’s not that easily searchable right now and we are working on that. We are trying to curate it and make it a little bit more searchable to educators, but it is on there. We actually just restructured the way things exist on Thingiverse so it allows a lot more information to go along with them.
There are some people putting on some really amazing things right now. There was recently posted on Thingiverse, this thing that a technology teacher created an entire lesson around a brake caliper and how they are made and how they work. He wrote what’s probably a 20 page document that’s an entire formal lesson plan with a quiz, sample models, and everything else that you need to run this lesson as a teacher. I think that are a lot of resources on Thingiverse that are really amazing in addition to the rest of the stuff that Thingiverse has to offer from amazing designers and models on there that are easily printable. That’s probably the first step to go to.
In terms of other resources, there is a book that MakerBot put out recently, called MakerBot in the Classroom, it’s a 150 page document. It’s free and downloadable from our website. It’s essentially split up into three different sections. We have an intro to 3D printing, it’s a what is 3D printing and what is it used for section. Then there’s a section called three ways to make which is essentially how to get designs for your printer; you find them, scan them, or you just design them yourself. We go through all the different ways to do those and there are four sample projects in there. All of those using free 3D design programs, all different ones but they sort of give each other different learning objectives, target classes and grade levels. That’s an amazing resource, it’s nice, it’s packaged, and it’s definitely something that every teacher who has a 3D printer should have on hand.
So Drew, is there a community for teachers and educators in the 3D printing world right now?
That is a fantastic question, technically, yes there is – there are groups that exist on Thingiverse that are education specific. So there is the structure of it, but if I was to say that was the perfect community for going to as a teacher brand new to 3D printing and getting everything you need, it is not quite there.
I think that’s a mistake. Nothing against Thingiverse or what you guys are doing at MakerBot because I think you guys are doing a great job supporting teachers, but I think it’s got to fit better into where teachers already are and I think that might be the area where it needs to happen.
We keep saying this, that unfortunately the 3D print community is already preaching to the choir, we are already talking to the converted. If we are going to get more people to adopt it, to get more classrooms to have this, then we really need to move towards a place in which we are talking in their language and in their space.
I totally, totally agree. It’s clear just from the teachers that we have been speaking with that that’s a void that absolutely needs to be filled. We have this group of people who are amazing and who are doing amazing things for 3D printing in the classroom, but then the bridge to the group of people that are new to it or just getting started, or maybe even just thinking about it, that bridge is pretty weak right now.
I think having a community like you said, where teachers already are and are already sharing information or promoting that somehow is absolutely essential to getting this to the next level. It’s something that we are very conscious of, and we have been reaching out to a lot of teachers to gather some information on that so we can try to tackle that problem.
I think there is that problem in every industry, not just education, we see that happening in the design community and in retail. We see that happening all over, and it’s the same thing. There has to be some kind of place where you are bridging, I like that term you used, but you are bridging into place where they already are. You can’t ask them to come to a place that they’ve never been before and expect them to just embrace it. It’s just not going to happen that quickly.
Exactly, and in that place we could have the most beautiful content in the world, but if it is hosted somewhere that nobody has access to it and nobody knows where it is, that’s a big concern and problem. It is something that we are seriously very conscious of. Right now we are trying to gather as much information about that specific thing as possible. We have a list of teachers that we reach out to that are sort of our superstars, but if any of your listeners are educators and are interested in providing information about where they go to get resources on a regular basis, we could absolutely love to hear from them.
We get asked this question from teachers from time to time, but are there any webinars or other resources like that whether they are live or they have them recorded so people can look at them and are education related on this subject of how people can integrate it into their curriculum?
Our team just hosted a webinar about two weeks ago on specifically this topic on finding the easy entry points to get started on using 3D printing in your classroom. It essentially covers five stories, three from sort of the ground level of people who are brand new to it and found these easy entry points, all the way up through to the super advance users who have had the 3D printers in the classroom for a few years now and are starting to do some really amazing things. That’s hosted on our website.
Let’s jump to CAD, cause that is actually the more complicated part. Teaching people how to use the machine, especially a MakerBot machine because know is really easy especially from our standpoint of having used it for quite some time, but how to teach CAD without it being a CAD classroom? That’s the more difficult part for some educators to handle. Do you have some tips on how to do that or some CAD programs that you prefer?
It’s fascinating because the printers have started to become quite a bit easier considering where they were five years ago, but this whole other world where now you want to start creating your own models and where you go to get started in that can be quite intimidating as well. If people are absolutely new to 3D printing and have never seen 3D modeling before, without a doubt I will recommend TinkerCAD to them. One of the most difficult thing with TinkerCAD to get across, regardless of what 3D modeling program you are using, is navigating around the 3D space. That is something that can be quite a big jarring at first when you are designing something. People are used to just sketching on paper, but when you have this third dimension that you are navigating this camera view around an object you are creating, it can be overwhelming. I think TinkerCAD does a really great job of making that easy and very user friendly.
Even though it looks like a very kid type website, it’s actually extremely powerful and something that I use all the time. I was classically trained in SolidWorks and I still end up using TinkerCAD quite a bit.
Interesting, and I think that’s something that we have heard from our friend John Bokla, who has been teaching and actually hooked our daughter up to TinkerCAD and got her going on it. The idea that these kids though can easily navigate 3D space, their brains work like that and ours don’t. You might think it’s more difficult for them but it’s just not.
It’s funny you say that because with some of these schools I spend time at, you’ll spend eight hours with the teachers and you’ll get them to just make like a house and they are struggling all day but they say it’s amazing. Then the kids come in and it’s just about like fifteen minutes and they have something that is ten times more complicated than what the teachers did.
I love the way their brains work, that’s the most awesome part about it to me.
What’s really cool that I think is a bit underrated, is that a lot of kids play Minecraft now a days, and that in itself is a 3D modeler. Even though it’s a video game, it is essentially a 3D modeling program. I think that has done a lot, even though kids are better at spatial relations anyway, I think that kids that are used to manipulating things in the environment can pick up things like TinkerCAD or really any of the 3D modeling programs very very quickly.
You know it’s funny you say that about Minecraft, we just had dinner recently with a very good friend from college, his name is Drew also, and he has a son who’s ten and he was building this very complex building or something like that, and Drew said that he spent about three hours up till one in the morning trying to do it. He’s a trained industrial designer, and of course his kid had done it in like no time at all. He was amazed at how complex and rich that environment is.
It’s really amazing and I didn’t quite realized until I started talking with a few teachers who were then talking about their students and how they just pick up on it in like two seconds. They already know all the basics. They’ve already overcome most of the hurdles and now it’s just whatever they want to make, they can make.
That’s so great. Is there a way to go straight from Minecraft and output it into getting it 3D printed?
There is actually. It’s a program or really a plug-in called Printcraft. It essentially lets you take objects from the Minecraft environment and export them as an STL file. You can just pull that into whatever slicer software you are using and then you can print it.
Speaking of TinkerCAD, there’s a section in there where if you make something in TinkerCAD, you can export it to Minecraft and you can put it into your Minecraft environment. It’s cool and interesting to see those two kinds of worlds going back and forth.
That’s really interesting. TinkerCAD I agree that it’s great for beginners especially, and I’ll have look at it again because I didn’t realize it had more power than I may have realized, but are there some other inexpensive or free CAD programs that you would also recommend?
We generally pull from a list of about four or five that we use, all of which are free. Typically, when we go into schools, especially if all the grant money has been used on the printer, there’s not really any money left to invest in software. We always try and stick with the free options. If you’re looking for something a bit more advanced than TinkerCAD, Autodesk has a program called 123D Design. Which you can think of as TinkerCADs big brother. It has most of the TinkerCAD functionality plus a couple of more advanced features that you can do. You can make a bit more complex things, you can start to experiment with some more intricate CAD tools, and it also is really powerful.
What else would be on your short list there?
For those more on the artistic side, there’s a program called Sculptris. It’s by the same makers of Z Brush, that’s like the professional version of this software, but it’s the digital sculpting program. Essentially, when you open the program, you are presented with a digital ball of clay and you have a series of brushes so you can push it, pull it, squeeze it, flatten it, and all that.
It’s very different from TinkerCAD and 123D Design in the sense that there is no real dimensions, so if you are making parts that have to fit together, that is not the program to use. But if you want to experiment with the organic shapes, and especially for the more artistically inclined, Sculptures is really fun to use. You can make some really amazing things very quickly.
I think that is important for a lot of people, especially in more of the art world. Historically people have thought of CAD being in the engineering world and maybe the architecture world, and those CAD programs that work that way are great and very important, but there is a very important and artistic element. I think you may have to use more than one program to accomplish the things that you may want to, and have things that function a certain way, and then having them actually have the right appearance.
Being able to go back and forth between the programs, you can mix and match some pretty awesome things. It’s funny you mention that people see CAD as probably a high school technology robotics program and sort of the other side of it, is the artistic side of it which they don’t think about right away.
I was at a training a couple of weeks ago at a local community college, and there was an art professor there who was clearly told that she had to be there and she was not particularly interested in being in the training at all. When we pulled up Sculptures and we started playing with it, it kind of blew her mind and she said this was amazing. She teaches real sculpting and being able to take a 3D scan of her students sculptures and digitally modify them and iterate on them, that’d be a really amazing project to work on. I had her hooked right away, it was really funny.
You need to make sure that’s in every presentation you make, because I agree that all too often, people write off 3D modeling as not being artistic. I think in a lot of ways it’s actually not artistic, it’s more engineering. We actually have talked about this before. That’s just the way the CAD software itself and the way it works, but this one is different. This one, once you learn the tools, it’s essentially as simple as breathing probably and it’s just a matter of doing what you see in your minds eyes. I’m glad you mention the artistic ones.
Are there any others before we move on to a different subject?
I have a whole bunch that I could discuss, but the only other one that I think is really important to touch on is a program that’s called Open SCAD or Open S-CAD. The reason I say it’s important to mention this is because it’s different than the ones that I have mentioned so far where you are directly interacting with the model you are making, Open SCAD allows you to write in various simple code and when you compile that code it spits out a 3D model. So those that are very intimidated in entering the 3D space and sort of pushing and pulling to make things, and especially those people that have the coding and computer science brain, it’s a really awesome tool to get what they envision into a 3D form.
So really the opposite end of the spectrum from the artistic one we just talked about.
Completely, it is very technical. You can do really powerful things. The cool thing is that because you are writing all of the code, if you can imagine you’d have sort of a code window on the left and the window view on the right. Because you’re writing out and essentially describing your 3D model on the left hand side, you can go back and make little modifications to it. You sort of have this parametric design you are working with, you can go back and change a variable and see that you have a dramatic impact on what the output of your model is.
It’s really interesting and I’ve seen some math teachers teach Cartesian coordinates this way, teaching just plotting in 3D space this way. It can be a really cool application for math or computer science.
I’m sure, definitely. The thing I like about Open S-CAD, and I’m not a real user of it honestly, but I have seen and read about it, is how you can use it to then perform different operations on it on an existing model after the fact. To customize it, to add some text to it and things like that. That to me, is exciting.
One of the things we have talked about with a teacher, Cindi Schulz who had been on the podcast about a month ago, was the idea that there was a percentage of students who will really take to it and how you can support them. I’m a big proponent of support at home as a parent, because I just don’t think you could possibly dive in with enough classroom time to learn how to properly design in CAD. It’s just that art and design in general, from my experience, is just not something you do in a classroom. You end up sketching in your sketch book over night. So those that are coding, we’ve heard from someone at code.org, also thinks the same way that the support at home is actually the most critical factor to getting that to germinate and grow into a budding 3D printer or 3D designer one day. What do you guys think about that and the idea of home support?
I think you are absolutely right, I think that Cindi who mentioned the students who will really take to it, I’ve seen that in almost every school that I’ve either spoken to or visited. There’s one or two, maybe three students, that really just grab onto the idea. So I think that just making sure as a teacher that you sort of give them the resources and point them in the right direction and make sure that the parents are very well aware of that as well. Making sure that they know about all the 3D modeling software that’s out there, making sure they know about Thingiverse and what they can find on there and how they can best use it, and sort of allow them to use the technology whenever you can when they are in school. Like you said, that can really lead to someone taking hold of it and building some real world skills.
One thing that’s really awesome that I was talking to a teacher about was she had two students that were really interested in the 3D printer when they got that in their classroom. What she did was she essentially, previous to having them get really interested in it, she took all of the STL files from all of her students who were designing things and she would process them, make sure they would print well, and sent them to the printer and print them. What she started to do was that she would give some of those jobs to those two students who stepped up as the sort of 3D printing experts.
At home they would have these extra credit assignments of taking other students files and preparing them for printing, so in the morning the print filed were all set. The teacher was able to just double check them real quick and send them off to print. That was a really cool way to sort of promote them and give them a little bit of confidence without burdening them with too much stuff.
I love that, like teachers assistants. 3D teachers assistants.
Exactly, and I want to say they were sixth or seventh grade students. They were not like high school seniors, these were just kids who really took to it and wanted to be in that. I thought that was a really cool easy way to say, “You know what? You’re right, you guys are good at this. Why don’t you be the ones to look at all the files and be sure that they are good and set them off?”
I’m super excited about the next generation and how they are going to design differently and think differently. It’s the reason why I am so passionate about 3D printing. I see that potential as a designer myself of consumer products, but I see that potential absolutely changing everything we make and touch. I’m in support of whoever’s got the passion for it, let’s give them all the resources we can.
It really is fascinating. If you’ve got second or fourth grade students seeing that 3D printing is just another way to make things, having that mindset that early on is just like you said – that’s going to be unbelievable. Twenty years from now, who know what those students are going to be doing.
Very exciting. So you guys have an announcement to make, you guys have something new that you’re promoting called a Make-A-Thon?
We are just announcing a series of summer STEAM make-a-thons. MakerBot is going to be hosting these in different cities around the country. To start we have one in New York, San Francisco, Chicago, DC, and Denver. The idea is, and how you were talking about how there is a lack of resources and a lack of community sharing of content from teacher to teacher with regard to 3D printing or a similar STEM focused technology in the classroom, the idea of this summer Make-A-Thon is to get teachers in these areas together in the same place to build some lesson plans, some projects, and build content together. Then host that and share it with the rest of the community.
I’m really excited about that. Even just getting a couple of teachers and picking their brain about what sort of projects they have done or want to do, they have come up with these amazing things. I can only imagine if you are in a high school in Denver and you’ve got a hundred people there coming up with lesson plans, what’s going to come out of that I think it’s going to be really exciting.
So this is meant for teachers to get together and learn from each other?
The idea is that it’s targeted at educators to come there, work with each other, and collaborate to build some lesson plans.
Wow, fantastic. These are some big cities across the country, so teachers would have to travel from Southern California to San Francisco, or from Michigan to Chicago, but it might really well be worth it if they have time to plan ahead and make arrangements for it.
Right now we have New York slated for May 21st and 22nd, San Francisco for June 4th and 5th, Chicago June 11th and 12th, Washington D.C June 18th and 19th, and Denver on June 25th.
Sounds really good. So do teachers to pay to come to this, how does that work?
There is a fee, it’s going to be a $50 fee. The idea there is that money is going to go towards funding a school in the area, giving a MakerBot Replicator through a company we’ve been working with to provide them. It’s more so to reserve your space and give back to the community rather than trying to make money.
That’s great and seems like a reasonable enough fee. I hope that the school districts and schools see the benefit to sending their teachers to this and actually pay them for their time there too as well. I think that that’s one of the things missing for a lot of teachers. You’re asking them to do this on their own time and they don’t necessarily have the support from that perspective, and they have a lot going on. To ask them to take the time to learn something new, as valuable as that is, they really need to be paid for that time. I hope the school districts out there that are listening to this take that seriously and pay to send their teachers there.
The things that teachers could come away with from this, being there for two days with other teachers developing specific content for this new technology that we know has a huge impact and can have a huge impact in education, I think that is super valuable. I totally agree that the administration in all the schools will support them in doing so.
Another thing that I am a proponent of is that parent-teacher organizations, those gateways to bring that learning back into the entire district or the entire school – they can also be sponsored by their PTAs.
That’s a great point.
Well Drew, this has been great. That was a lot of great information that was jam packed and will be very useful to a lot of our audience. I really appreciate it and we definitely would like to keep in touch with you as time goes on and things develop and have you as a recurring guest on WTFFF?!
Yeah that was great, thank you guys for having me.
3D Print Teaching Startpoint with Drew Lentz of MakerBot – Final Thoughts
Wow that interview really covered a lot of different things when you think about it. It covered a wide area. Projects, software, resources, a whole slew of things. The most interesting thing, and he said it at the very beginning, was that most of these things are regardless of grade level. Which I think is such an interesting idea that it really isn’t any different to teach it at the basic level in terms of how and what you are teaching. The fundamentals of implementing 3D printing and needing an entry point and needing these resources isn’t different across the grade levels, all teachers need it.
Everybody has the same issues. They might all find different little gateways into it like Vinny Garrison’s CO2 car is probably not something you would do at the elementary school level, but there are things like that to be done at all these different grade levels. Once teachers find some of those resources and experience how to get started, it’s going to be like a boulder rolling down a hill and gaining momentum. You think about a project like that, and that’s the kind of project I love, because you can do so much with it in terms of lessons. You have the opportunity to learn about how the weight translates into distance and speed in the CO2 car example. So many great things students can learn about regarding infill percentage and structure, and the weight that results from that.
It could go even farther than that, you could have an art component of it. What happens when you use design applications to the way something looks, do you get better or less wind resistance in that particular case. Or do the stripes on the side look cooler as it’s going by you, does it look like the car is going faster? There’s a whole visual element you can throw in to add a little bit of art and design to something. A project like that has a broad reach through various things you can address.
You can do it through saying there are three separate criteria of science, technology, and art. When you have those things, it pushes the students who are most interested in one of those things to do something in that area. It kind of gives them all a chance to be successful. You could augment that project, and I don’t know how exactly they do it to puncture both CO2 cartridges at the same time – I’m sure there are a lot of false starts, but would it be great if they made some structures on that car where you were actually trying to make the slowest car. Even though you have all that CO2 pressure forcing it to go, let’s make something that is counteracting that.
This is why it’s so critically important to get these projects and ideas into an area where teachers already are. When you get there, they are going to come up with these fabulous ideas. They already know their students, they already know the curriculum, they know what they want to get across, and they already know what the mission of each semester to teach is. That’s why you just have to get those tools and resources into the right place and I think there is a mismatch between that and that’s the gaping hole right now. It’s moving that into a platform that is not being housed by a manufacturer. I’m thrilled that MakerBot and even Robo3D and Cindi Schulze’s project through STEAM Maker Workshop, I’m glad that the manufacturer is recognizing that need and doing something but it’s still not the right place to be and that is a huge miss.
The teachers really do need a community, that’s an online community at least, and obviously they each have their local community, but for now hopefully 3D start point is a place you can come together to get and share information. Maybe we need to think about how we can facilitate that a little bit better. They need a place to go to and I know there are other places like Drew mentioned about the Thingiverse groups, which I know we have mentioned before. There are Thingiverse groups for teachers but it’s not easy to find.
This is something we want to throw out and see if our listeners know about, but we are filling our directory with resources in all different areas. We will put in a specific section for educators. There’s already a spot for things like STEAM Maker Workshop and Vocademy and these kind of supplemental community groups, there’s already a spot for those. There maybe needs to be a spot where teachers get together, so if you know of any of those – throw them out there and we’ll try and make sure that other teachers have a way to try and connect in with you. The directory is not quite up yet, but we are building it up.
It was great of Drew to cover some of the software, because that is something we haven’t talked about enough. Yes Drew is from MakerBot but he is into any which way he can promote 3D printing and education. None of those softwares are a MakerBot product, they are all free software available to all of you. Some really great resources and recommendations.
- Vinny Garrison CO2 Car Project
- Brake Caliper Lesson on Thingiverse
- Classroom 3D – a Thingiverse group for educators
- MakerBot Webinar: Education and 3D Print Stories
- Free 3D Modeling Software:
- Cindi Schulz – Studies in 3D Print Curriculum
- Robo 3D Kits
- Is There an Online Community of Teachers for 3D Printing?
- 3D Print Steam Building with STEAM Maker Workshop
- Teach Teachers How to Teach 3D Printing
Drew is the manager of the MakerBot Learning team, and has been working at MakerBot for the past 2 years. He and his team travel the world teaching people about 3D printing and how it is being used today. Prior to MakerBot, he worked as a middle school science teacher and is particularly passionate about getting 3D printers integrated into schools across the world.
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