When you first see a 3D printer, it’s mesmerizing. You make something (a physical object) out of nothing (a digital file). After a while, you learn 3D printing isn’t a magic trick. I’ve worked in the industry for more than a decade, so I’m used to seeing engineers and designers make prototypes and develop products for the market, and I get the disruptive potential of additive manufacturing. But the other day, my mind was blown like it hasn’t been in years. I visited The Whitby School, where Leslie Perry uses MakerBot Replicator Desktop 3D printers in her middle-school design technology classes. When I took over as CEO of MakerBot two months ago, I learned that more than 5,000 schools have MakerBot Replicators. Still, it was a shock to see sixth graders moving through a professional product-development process: research, design, make, iterate, repeat. I expressed surprise, and a 12-year-old named Eric seemed confused. “I don’t see using Tinkercad and then MakerBot to design something as exceptional. I find it sort of normal.” Over the past ten days, as I embarked on a 10-week, 22-state tour to meet more than 60 MakerBot customers around the United States, I keep encountering this new normal. I’ve listened to tales of success as well as grumbles at companies from Stanley Black & Decker to Adafruit. At every school I’ve visited, I see a new educational paradigm: students teaching their elders about technology. The world hasn’t turned entirely upside down; it’s more of an intergenerational knowledge exchange. At the State University of New York at New Paltz, for example, 18-year-old interns at the MakerBot Innovation Center help seasoned local entrepreneurs use 3D modeling software and 3D printers to test and refine their ideas. New Paltz students learn about engineering and design by working on real-world problems as they teach these fortysomethings, who bring their experience and ideas. The University of Maryland Clark School of Engineering, which integrated MakerBot Replicators into its hands-on design course for all first-year engineers, included two undergraduates on their evaluation team. The students put several brands of desktop 3D printers through their paces and made recommendations about which model the school should buy. “You can’t expect someone like me to know about this technology,” quips Dean Darryll Pines. He remembers colleagues who pooh-poohed desktop computers and didn’t expect the Internet would amount to much. These two UMD students just delivered a paper at the annual American Society for Engineering Education conference, which talked about integrating 3D printing in the first-year engineering course. And at Brooklyn Tech, the largest American high school focused on STEAM subjects, I saw a civil engineering class build a 3D printed turbine, and the many pieces made by the robotics club to help their creation throw a frisbee or load a crate. There may not be a 3D printer in every home yet, but more and more households have young people in them who see a 3D printer as just another tool, like a hammer or a Web browser. These children know how to have an idea, give it a physical form, and keep making it better. One generation’s magic trick is the next generation’s normal. As I was leaving Brooklyn Tech, a student chased me out of the building because he wanted an internship at MakerBot. The truth is, I should have been running after him. And if you want to understand how things will be made in the future, you should be running after students like that, too.