Two Classroom STEAM Projects That Use 3D Scanning By Matter and Form on January 23rd, 2020 The STEAM movement is a new way to incorporate science, technology, engineering, arts and math into an integrated subject that prioritizes hands-on learning, complex problem solving, trial and error and real-world applications of knowledge. STEAM combines these once siloed…
STEAM Education and the Fourth Industrial Revolution By Matter and Form on December 20th, 2019 What is the Fourth Industrial Revolution? The Fourth Industrial Revolution is a societal shift that follows in the footsteps of the three other industrial revolutions that have occurred over the last 250 years. Whereas these earlier paradigm-shifts were defined by…
by Matter & Form on August 14, 2019
The STEM gender gap is a real problem, with less than 1 in 5 women graduating from CS programs. But, good news is that small shifts can make a big difference.
by Matter & Form on July 24, 2019
3D printers and scanners are enriching teaching tools that have the potential to enhance an arts education like never before.
By Matter & Form on July 3, 2019
Our collective society is currently tasked with finding sustainable solutions to a number of growing global challenges.
By Matter & Form on July 3, 2019
STEM provides essential learning techniques for the future, STEAM learning takes these techniques even further by incorporating another crucial learning pillar.
by Matter & Form on June 13, 2019
Practical ways to implement STEM learning into your curriculum right now.
by Matter & Form on May 21, 2019
As STEM technology redefines the way subjects like Math and Science are being taught at every grade level, educators must properly prepare their students to thrive in a forward-facing world by integrating STEM technology into the classroom whenever possible.
by Stella on May 25, 2016
Here at Matter and Form HQ we are constantly up to all kinds of scanning and printing in 3D. With tech and other gadgets around the office, we were able to create our very own 3D company mascot.
