2. Zoom supports project-based learning by providing educators and students with a tool to connect with one another and experts. Project-based learning is collaborative and by utilizing Zoom’s breakout rooms educators can provide students with live collaboration time (Fink, 2021). Utilizing breakout rooms can increase student engagement and participation within small groups and allows the educator to differentiate for each group. Zoom can also be utilized to connect students with experts in the field being researched. 

3. Zoom is best for synchronous learning environments as it allows students and educators to connect and learn during live video sessions. 

4. Zoom can be used during any project-based learning by activating prior knowledge, introducing the project, and allowing students to work in groups to discuss their topic/problem. For example, at the beginning of a Zoom session, the educator can share a video on water pollution to activate students’ prior knowledge. During the Zoom session, the educator can share the project and lead a brainstorming activity with students for the project. The educator can then place students into breakout rooms for students to begin sharing their ideas and collaborate to solve a water pollution issue. 

5. Zoom can support the ISTE Standards for Students 1.7b, which states students will use technology to collaborate with others to examine issues and problems from multiple viewpoints (ISTE Standards for Students, 2017). Zoom allows students to work in breakout rooms to support students collaborating to discuss a problem and share possible reasons and solutions. 

2. Wooclap supports project-based learning because it can be used to promote students’ critical thinking about a topic or issue. Students are engaged by sharing their thoughts and ideas in a safe environment. Data used from Wooclap can be used to help provide differentiation for students. Wooclap can also be used to poll students’ interests to help guide project-based learning units. 

3. Wooclap is best suited for synchronous learning because it allows students to interact with content live with the educator and peers. Educators can use Wooclap to formatively assess students understanding throughout a lesson or activity. This data can be used to adjust one’s teaching in real time or for future lessons.  

4. One way to use Wooclap to support project-based learning is during a lesson on habitats conservation, students can be asked to share habitats they are interested in learning more about. Educators can use that data to create groups based on interests. 

5. Wooclap can support the ISTE Standards for Students 1.1c, which states students will use technology to seek feedback to inform and improve their learning (ISTE Standards for Students, 2017).

2. Google Drive supports project-based learning because it provides a way for students to collaborate throughout their project by sharing research with group members and allowing group members to each add their own work and ideas within a shared document. Students can communicate with one another through the comment feature to share suggestions within their group work. 

3. Google Drive is best suited for synchronous and asynchronous learning because it allows students to access group work anywhere and at any time. Students are able to leave comments throughout a document to communicate with group members. Educators and students can also use the revision history to see what contribution each member has made to the group work. During synchronous learning, students can also collaborate using Google Drive to access shared materials and share documents. 

4. One project-based unit Google Drive can be implemented in is an endangered species research project. Students can share their research within a shared Google Drive folder with their group. Students can also create a digital presentation about their endangered animal as a group within Google Drive using Slides. 

5. Google Drive can support the ISTE Standards for Students 1.7c, which states students will contribute constructively to project teams, taking on various responsibilities to work towards a common goal (ISTE Standards for Students, 2017). Google Drive allows all group members to add items they are responsible for and share resources with their group members to help the group meet their goals.  

2. Google Classroom supports project-based learning by providing educators with a platform to share assignment resources with students as well as assign assignments throughout the project to assess students learning.  Educators can also differentiate assignments for individual students without their peers knowing. Technology platforms should make it easy for educators and parents to track students’ progress (Jain, 2017). Google Classroom allows educators to track students’ work completed as well as provide feedback through comments and grade book. Parents are also able to view students’ completed and uncompleted assignments as well as see how their student is performing on assignments.  

3. Google Classroom is suitable for both synchronous and asynchronous learning. For synchronous learning, Google Classroom provides a platform for students to access resources or assignments when asked by the educator during the lesson. Educators can also utilize Google Meets within their Google Classroom, ensuring only students have access to live sessions. Google Classroom also supports asynchronous learning by providing a single platform for students to access course materials and assignments whenever it is best suited for them.  

4. Google Classroom can be used to house project-based learning resources and tasks. For example, educators can assign checkpoint assignments throughout a habitat conservation project. Students can complete planning, research process, and final project assignments through Google Classroom, and educators can provide specific feedback each step of the way. 

5. Google Classroom can support the ISTE Standards for Students 1.2a, which states students will engage in positive, safe, legal, and ethical behavior when using technology including social interactions online (ISTE Standards for Students, 2017). Google Classroom can give students a safe digital environment to talk with peers and share their work with educators. Educators can help model and promote safe and ethical behaviors through posts within Google Classroom. 
 
 

2. Nearpod supports project-based learning through critical thinking, collaboration, and communication (Morgan, 2022).  Through Nearpod educators can create interactive videos to introduce new concepts, utilize a collaboration board for students to share opinions and ideas, and open-ended questions to spark students’ inquiry.  These Nearpod features will help increase student engagement and allow students to learn from one another. Educators can use a collaboration board to identify students’ interests to help guide a project-based learning unit. 

3. Nearpod is suitable for any learning environment. Educators can create Nearpod lessons and activities that can be completed in synchronous learning environments with students and educators interacting in real-time together. Nearpod can also be set to student-paced for students to complete on their own during asynchronous learning. 

4. One project-based unit Nearpod can be used to support is an interest-based project where students are asked to identify a problem in their community and develop a possible solution. Students can join the assigned Nearpod and watch a video about communities and common community concerns. Students can then be asked to think and share community concerns within their community. Students can use the posts within the discussion board to help write their project’s essential question, “How do/does….impact my community?”.  This activity will help spark students’ interests and help guide students in creating a starting point for their project.  

5. Nearpod can support the ISTE Standards for Students 1.7a, which states students will use digital tools to connect with a variety of learners and engage with others in ways that promote mutual understanding and learning (ISTE Standards for Students, 2017). Through Nearpod’s discussion and collaboration boards students can share their ideas and learning with others as well as learn from others’ different points of view. 

2. Ed Puzzle supports project-based learning because it promotes student voice and higher-order thinking (Ed Puzzle, 2022). Educators can share videos and engage students by embedding higher-order thinking questions to keep students actively reflecting on their learning. Students can create videos to showcase their learning at the end of a unit, embedding notes about their learning throughout the video. 

3. Ed Puzzle is suitable for both synchronous and asynchronous learning. For synchronous learning, Ed Puzzle can be used flip the classroom. Students can watch a video introducing them to a topic, then during synchronous learning students can use what they learned from the video to participate in group discussions or apply the concept during synchronous practice. For asynchronous learning, Ed Puzzle can be used to teach and reinforce concepts within a unit. It can also be used as a formative assessment tool to identify students who may need extra support.  

4. One way to use Ed Puzzle for project-based learning is to have students watch a video on a lab experiment. Throughout the video embedded questions can ask students to identify the different steps of the scientific method. Students can also record their own video of a science experiment, with notes embedded identifying how they completed each step of the scientific method. 

5. Ed Puzzle can support the ISTE Standards for Students 1.6d, which states students will publish or present content that customizes the content and delivery to share ideas with their intended audience (ISTE Standards for Students, 2017). When students use Ed Puzzle to create a video with embedded questions or notes, they must consider their audience. If it is for students, students may want to use pausing points within their video to check for understanding or share an idea. Whereas when creating a video to demonstrate their learning for teachers, students may want to use their pausing points to share their ideas and thought processes. 

2. Facebook can support project-based learning by allowing students to connect with their community, and experts in the fields of study, and showcase students’ projects and learning. Students in today’s digital world are exposed to social media daily. Educators can use Facebook to create authentic learning experiences and motivate students to participate by utilizing a tool they already see value in their lives. 

3. Facebook is suitable for both synchronous and asynchronous learning. Facebook allows educators to go live to share updates or to meet with an expert in the field of students. While live students can interact with the educator in real time. Facebook also allows educators and students to share resources, updates, and work during asynchronous learning time. 

4. One way to use Facebook to support project-based learning is to ask an expert in water conservation to join you, the educator, live to share ways students can support water conservation. Students can join live to ask expert questions or share their ideas for water conservation. These live sessions can be recorded for anyone who wasn’t able to join live. 

5. Facebook can support the ISTE Standards for Students 1.7b, which states students will use technology to collaborate with peers, and experts in the field to examine issues and problems from multiple viewpoints (ISTE Standards for Students, 2017). Facebook can make it easy for students to connect with experts or members of the community to discuss an issue or problem within the field/community. 

2. Seesaw supports project-based learning because it allows students to document their projects throughout the unit. Students can submit pieces of their project as they progress through the unit. Seesaw allows for differentiation by individualizing instructions and allows students to respond in a way best suited to their learning style. Students can record, videotape, upload photos, draw, or write their responses. At the conclusion of the unit, educators, students, and families have a digital portfolio for each task within the project-based unit. 

3. Seesaw is best suited for asynchronous learning as it allows students to access and complete project requirements at their own pace and on their own time. Seesaw can be accessed from anywhere allowing for asynchronous learning to thrive. 

4. One project-based unit Seesaw can be used to support is one that takes students through the engineering design process. Educators can assign students tasks taking them through the engineering design process to create their own inventions. Students can choose how they share the work they did for each step of the engineering design process. Students may choose to type, draw, record, videotape, or upload a photo of their completed task allowing students to demonstrate their learning in ways that are meaningful to them. 

5. Seesaw can support the ISTE Standards for Students 1.6a, which states students will choose appropriate platforms and tools to meet desired objectives of their work (ISTE Standards for Students, 2017). Seesaw has multiple tools students can use to complete assignments to demonstrate their learning in a way best suited for them. 

2. Floop supports project-based learning because it allows students to seek feedback throughout their projects from teachers and peers. Students can upload a document or snap a photo to share work with teachers. Students can mark areas of their work they have questions about and attach a comment or voice audio of their specific questions for marked areas. Educators can respond to areas marked on a student’s assignment as well as mark specific areas the educator would like to leave feedback. Student engagement is increased with frequent and specific teacher feedback. Educators can differentiate feedback and guidance for each student. Students are also able to use feedback through Floop to self-reflect on their work and learning throughout a unit.  

3. Floop is best suited for asynchronous learning because it allows students to seek feedback on work when it is appropriate for them. Floop allows educators to provide feedback in student-paced learning environments. Students can seek feedback at any time throughout a project-based unit. 

4. One way Floop can be used within a project-based learning unit is to have students upload a snapshot of their work to seek teacher and peer feedback prior to submitting it. For example, students may be asked to create a timeline of how habitat has changed over time. Teachers can provide specific feedback by adding comments to specifically marked areas in their work. The teacher can then assign students other students’ work to provide peer feedback. Students can then review all feedback, make adjustments as needed, and reflect on their work and learning.

5. Floop can support the ISTE Standards for Students 1.1c, which states students will use technology to seek feedback to inform and improve their learning (ISTE Standards for Students, 2017). Students can use how they performed on Wooclap questions to inform and improve their understanding of a topic.  

2. Padlet supports project-based learning because it gives students a tool to help them organize their research and share resources with others when working on a group project. Requirements for using Padlet can be differentiated for students’ needs. Educators can also add to a student’s Padlet to help provide support during a project. Students are able to organize their Padlet bulletin in a way that is best suited to their learning style helping promote student self-agency.

3. Padlet is best suited for asynchronous learning because it makes it easy for students to organize their research on their own and makes it easy for students to share resources and ideas with group members at any time.  

4. One way Padlet can be used to support a project-based unit is to have students use Padlet to house all research used within their project. For example, students can be asked to research an Arizona Native Tribe of their choice and how they have changed over time. Students can share resources they have found on Padlet with their group members. Groups can then use their research to create a product of their choice to turn in. 

5. Padlet can support the ISTE Standards for Students 1.3c, which states students will use gather and organize information from digital resources using a variety of tools and methods to create artifacts that demonstrate meaningful learning (ISTE Standards for Students, 2017). Padlet can help students organize and store information taken from digital resources during a research project.