The educational system is one of the few in which the customer is not the end user. The customers of education, or the people who pay for it -- parents, employers, politicians -- have voice and influence in what happens in schools, but students themselves (the users) are rarely heard. The result is that students' motivation has not been at the center stage of educational design. Daily, they go through an endless sequence of classes, curricula, and lifeless content, most of which is promptly forgotten. However, the need to teach the so called 21st century skills (innovation, collaboration, critical thinking, creativity) has brought the issue of student-centered design back to the public sphere. In my research group, inspired by the work of Seymour Papert and Paulo Freire, we focus on student-driven, technology-rich, culturally-aware, project-based learning as solution for this issue, in which students learn "just-in-time" instead of "just-in-case." We are building technological tools, activities, assessments, and materials to make that vision possible. For example, we have been exploring personal fabrication as an educational tool. I created a "Learning Fabrication Laboratory" at Stanford in which we bring students from low-SES high schools to build projects, using advanced tools such as laser cutters and 3D printers. This experience is being expanded with the recently-funded "School FabLab Project"--a full-blown rapid prototyping lab that we are building inside high schools. These labs are equipped with 3D printers, laser cutters, robotics, sensors, and electronics. In this talk, I will describe the design and preliminary results of this project as an avenue to address the issue of student motivation, identity, and self-efficacy in Science and Mathematics learning. I will also describe and demo several low-cost "Lego-like" toolkits that we have created for learning about electronics, physics, and mathematics.