1. How your press-fit can be utilized in education? How other teachers could use it?

   1. I like the idea of press-fit cardboard laser cutouts to be used similar to what legos are used for. Students can have the press-fits to create something that doesn't previously exists - its a great tool for freedom of creativity. I think if I, or other teachers were to take it a step further to have students engage in the creation process, they could be learning the disciplinary knowledge behind it. For example:  In technology, they could learn the programming and designing aspects in photoshop,  in mathematics they could apply multiple measurements or use of fractions when designing and in science, students could explore the various type or thicknesses of paper, cardboard, corrugated cardboard, etc. to determine how that impacts strength of the creation they build.

2. What has been your experience using Project Based Learning / Problem based learning in the past? What were the main challenges? How DF can support Project Based Learning / Problem Based learning?

   1. My experiences with project-based learning (PBL) are deeply rooted in both my teaching and outreach work. In my science pedagogy course for future elementary teachers, I use PBL to model best practices, helping my students learn how to engage young learners in hands-on, inquiry-driven science education. One of my favorite examples is my Fire Tower Lesson, where students take on a real-world engineering challenge by designing and building model fire towers. They explore the question: How can we design a fire tower that provides the best visibility and stability for fire spotting? Through research, hands-on construction, and iterative testing, they apply engineering and physics concepts while working collaboratively. This lesson highlights core PBL principles—authentic problem-solving, teamwork, and STEM integration—while also incorporating Fab Lab and Maker Space tools when possible, such as laser cutters or 3D printers. Beyond my classroom, my outreach work with Fab Labs and Maker Spaces directly aligns with PBL principles. I actively work to expand access to STEM-rich, project-based environments for teachers and students in the Central Valley, a region with limited STEM opportunities. Through lessons like the Fire Tower activity, I not only model science pedagogical practices for future teachers but also provide professional development, resources, and mentorship to educators looking to integrate making, design thinking, and hands-on problem-solving into their classrooms. A challenge I find is that new teacher to the project-based practices have difficulty seeing the components through the holistic approach and when I break down the project into discrepant parts, it sometimes takes away from the spirit of PBL - but I try to find balance.  Since many of my students  (preservice teachers) will teach in STEM deserts, I also focus on digital maker-centered STEM pedagogy and teaching strategies that they can use even in resource-limited schools. I introduce low-cost digital fabrication alternatives, show how Fab Labs and Maker Spaces can serve as teaching resources, and model how to facilitate hands-on STEM learning with minimal materials. By embedding digital fabrication into my PBL approach, I not only model 21st-century teaching practices but also empower future educators to bring these tools into their own classrooms - even if it's more simple to start with like making stickers or press-fit cutouts.

3. When organizing DF activities with kids, What are the aspects that you think should be prepared beforehand? What aspects can be improvised?

   1. When organizing digital fabrication (DF) activities for early childhood and elementary students, it's important to balance structured preparation with room for creativity and exploration. Beforehand, I ensure the learning goals are clear and age-appropriate, focusing on simple concepts like shapes, patterns, building, and problem-solving. I prepare materials and digital files, offering pre-made templates or simple design choices so young learners can engage without frustration. I also set up technology and workflow, making sure machines like laser cutters or 3D printers are ready and that students have easy access to kid-friendly design tools like Tinkercad or simple drawing software (have a similar resource to what we have in the university CANVAS page). Safety and classroom management are key, so I introduce clear, simple rules and organize workstations to avoid long wait times - but also understand that students need to work, play, and have reasonable opportunity of making mistakes and be 'risky'. While structure is necessary, I leave room for improvisation by encouraging students to personalize their projects, solve problems creatively, and make design choices along the way. If something doesn’t go as planned, I use it as an opportunity for troubleshooting and hands-on learning. Student curiosity often leads to unexpected discoveries, so I allow time for them to ask questions, explore new ideas, and share their creations with their peers. By blending thoughtful preparation with open-ended play and problem-solving, DF activities become engaging, accessible, and meaningful for young learners. But most importalylt, I try not to under estimate what children can do or think - so I aim ( following the Vygotskyian principals) that instruction leads development, is to aim goals and objectives high, and provide the necessary scaffolds and student collaborations to maintain students within their zone of proximal development. 

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