https://padlet.com/pplas/rjmp2xbxqgomcg43 en-us 2022-12-22 02:06:13 UTC 2022-12-22 02:22:53 UTC hello@padlet.com pplas https://padlet.com/pplas/rjmp2xbxqgomcg43/wish/2427116382

• Floop allows students to send in pictures of work to teachers for feedback on specific areas in their assignments.
• In using Floop for PBL, students require timely and frequent feedback to be sure the learning opportunities are advancing and the project is moving forward correctly. Teachers can differentiate by using student work as a formative assessment to see what each student needs and modify from there. Continuous and supportive feedback encourages engagement and participation in its own right and gives students direction in their projects, limiting roadblocks. PBL gives students the opportunity as well to be creative and by using Floop to communicate with the teacher, they are supported in their creative learning.
• Floop works best for asynchronous learning due to the fact that students need more feedback from instructors when there is no meeting time to discuss assignments and there is more room for confusion in the tasks given. Students can ask specific questions and gain feedback on work that may be difficult to share with the teacher. While this can be used in any learning environment, it would be best utilized in self-paced and directed learning.
• For a math unit, students can send in pictures of their work and how they came up with their answers mathematically, giving specific questions or answers to why they used different methods for certain steps. The teacher can show them exactly where they went wrong in their math and point to specific areas they need to fix.
• ISTE Standard 1.1c: Students use technology to gain feedback that improves their learning and digital competency

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• This screencast tool allows teachers to create videos or tutorials giving instructions through the computer. This works best for showing students how to use certain digital tools and also gives students the opportunity to practice clicking on certain items and guiding them through given prompts. 
• Technology’s heavy impact on Project Based Learning makes this a significant tool for students’ learning. One of the major roadblocks in this method of learning is the use of digital tools and resources for students. By giving students a tutorial on how to navigate technology, they have more opportunities to be successful. Most times, low engagement and participation come from students who cannot comprehend or are unsuccessful in the tasks given. Iorad would keep students from slowing down their learning by helping bypass difficulties in using resources. This is also a great tool for differentiation, as teachers can customize their videos based on student need. Lastly, it allows students to use more tools based on what their independent project is and allows them to be creative in the support resources.
• While this can be effective in all learning and teaching methods, it is most effective in asynchronous environments for students because of the lack of face-to-face interaction and direction from the teacher. The more resources they are given to make sure they understand the activities and learning tasks assigned to them, the better off they will be.
• When students are working on a project that uses a tool such as Google Jamboard, the teacher can create a tutorial that shows how to use the technology along with the features that will help them be successful. The tutorial can walk students through using the tool, making them click through different features and guides them through using it.
• ISTE Standard 1.3c: Students use a variety of tools comprehensively to gain information and research. This tool allows students to be able to use more resources successfully in their academic opportunities.

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• This tool provides a library of discussion topics that give background information for students to study. Students then give written responses to the discussion prompts and respond to their peers. 
• PBL requires students to discover, create and think critically on their own to enhance learning the standards necessary for academic success. Parlay engages students in critical thinking and discussion on topics, while also being critical of classmates’ opinions and learning from their peers. Parlay’s built in videos and learning hubs give students background information necessary to discuss the topic and can be added to by the teacher for differentiated learning. It encourages engagement and participation by collaboration with peers and requiring students to respond to their classmates’ discussions. Lastly, it allows students to be unique and creative in their own thought processes and opinions through discussion of the topic.
• Peer collaboration and discussion methods are few and far between for asynchronous learning, especially as an activity or assignment. Parlay allows students to learn, discuss, and reflect learning or opinions in their own time or methods. It also gives data for teachers on the discussion to give feedback and use for assessments.
• If students are learning about moon phases in science, the teacher can find a discussion on how the moon phases affect the weather. Students can discuss specific examples of the connection between moon phases and weather.
• ISTE Standard 1.2b: Students gain experience in communicating through technology in a positive, safe, legal and ethical way by interacting with others.

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• Both digital platforms can be used for organization, conversation boards, brainstorming, and much more. This digital tool gives students places for collaboration and project data or research collection.
• Padlet allows a space for students to organize and collaborate their information in PBL. Teachers can differentiate by allowing groups to collaborate or by students sharing their work and having teachers work with them to be successful. Students can engage with each other and participate in a more comfortable platform with their peers. It also gives students a space to organize and store their creativity and unique ideas or research in one place.
• Padlet can be utilized successfully and efficiently in both learning environments for different situations. It gives an opportunity for teachers to see student work and progress in both environments, as well as different ways for students to collaborate with each other. 
• In a unit on certain ancient civilizations, students could be required to research the different characteristics of the ancient civilizations and use padlet to organize their thoughts and research findings.
• ISTE Standard 1.4b: Students are using digital tools to effectively plan and organize their thoughts, while considering design constraints and risks.
  
  

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• Project Pals is a workspace designed for students to collaborate on project-based learning activities assigned from their teachers. Teachers can create a class or link Google Classroom and assign projects in workspaces for students.
• This digital platform is a collaborative and organization tool for students to use that focuses directly on student projects. Teachers have control over assigned tasks and workspaces to differentiate for students and allows for student engagement by creating groups for students to work collaboratively in one space with specific directives and ways of organization. This tool can be used for any project for any student, inviting their creativity. 
• In asynchronous learning, students can collaborate on projects at their own pace, and in synchronous learning, students can work in groups collaborating verbally while sharing their findings in project pals as well. Teachers can give feedback to students in both settings and make it an easier place for planning and organizing. 
• In a unit on compare and contrast, students can decide on a topic that compares two events or interests to show mastery of comparing and contrasting. Project Pals can be used for students to collaborate in groups and share their knowledge.
• ISTE Standard 1.6c: Students are communicating their ideas with peers and the teacher using multiple digital and media resources.

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• This tool allows students to create a portfolio of digital tools and projects they have used to show digital literacy. 
• Piper gives students a way to showcase their projects to their peers and others while also giving a space for their knowledge in use of digital tools. The ability for students to show their work to their peers and give ideas to classmates garners differentiation opportunities for teachers. It also encourages engagement and participation by showing off their own knowledge and creativity in either a small sample or large sample throughout their academic careers.
• Students can keep track of their academic progress and achievements in one place, while sharing with teachers and peers. In synchronous learning, discussions and screen sharing can take place for peer-review, as well as in asynchronous learning through discussion boards. 
• At the end of the year, students can share their progress with digital literacy and present to their peers which tools they used and their pros and cons.
• ISTE Standard 1.1d: Students understand technology concepts and fundamentals, and show that they can choose or troubleshoot technology, while choosing correct tools for their current task. 

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• Notability’s interface is easy to use and allows users a simple way to organize and share notes. Notes can be taken in multiple forms such as written, video, voice and photo and can also be used as a virtual canvas as a whiteboard. 
• This tool is helpful for PBL by giving students a place to keep notes, research and tips from the teacher that guides them through their learning process. For differentiation and creativity, Notability allows students to keep notes through different methods to best fit their learning needs. The tool also forces students to be accountable and keep track of their note-taking and learning, encouraging engagement and participation in situations that usually have students disengaged. 
• As a note-taking tool, students can keep track of teacher directives and learning content in all learning environments, whether it's from instructor videos or digital notes, or from the instructor in a digital classroom. It gives students a place they can go back to for re-learning or adding thoughts throughout the course whenever they need it.
• Notability can be used during lectures to keep important information.
• ISTE Standard 1.2c: By taking notes, students will learn the difference between copying information when using words, videos or documents their teachers give them, demonstrating their respect to rights and sharing of information.
  
  

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• This website includes a library of projects for students to complete aligned to state content standards. Teachers can pick or give the students options of projects, while also giving them a space to work and organize during the process.
• PBL works is a web-based tool that includes dozens of project-based learning activities for teachers or students to come from based on content, interests, learning level and standards. For differentiation, it helps teachers with ideas for assessments and rubrics. By providing a wide range of topics, it allows for students to be engaged and participate in a project that best suits their interests. By showing students the capabilities their learning has on real-world applications, it can peak their uniqueness and creativity.
• PBL Works is a tool used more by teachers to plan and direct PBL opportunities and has limited self-directed learning features. The projects used within the tool need to be discussed in detail to students and would be easier used in synchronous learning environments.
• PBL can be used for any unit in all content areas by teachers through searching on learning standards and specific topics.
• ISTE Standard 1.3a: PBL Works allows students the freedom to use technology to complete the project. They must decide where their information and research comes from and which tools they will use in the process.

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• Google Earth allows the user to look at any space in the world, down to a certain building. With projects that include a certain place, it allows students to visualize geographically and have an idea of the area or part of the world the content focuses on.
• This tool is perfect for a geographical resource in any PBL project. Students can get a real-life visualization of certain areas or land types by real satellite footage. By connecting locations and land types to students, we can differentiate learning and keep them engaged to the certain learning target. It also gives them ideas and visualizations for creativity when creating something that involves geographic locations.
• Google Earth can be used in all learning areas for students, but would be more effective in synchronous learning rather than asynchronous learning. As a one-dimensional tool, it requires thought and instruction on what students are looking for and how their findings through the application will connect or be used in their PBL.
• When learning about different environments, students can use google earth to find examples of terrains and lands to connect their learning
• ISTE Standard 1.7c: Students are exploring global or local areas to connect with a variety of cultures and continue globalized learning.
  
  

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• Goosechase is a scavenger hunt tool where students compete to find physical objects assigned by the teacher. The application keeps track of student points by the photos of student evidence.
• This tool brings out the hands-on and real-world applications of PBL by having students connect learning to real-life objects around them. Differentiation can be applied by giving students different levels of discovery tasks and allowing them freedom to apply learning at their own level and pace. The real-life connections also engage students and have them all participate by sending in pictures of their own. Uniqueness and creativity are inspired by having students find different pictures that apply to their own perspectives and interests connected to the topic.
• This is best for synchronous learning because it requires students to participate at one specific time and with direction from the teacher. While students can complete the scavenger hunts in separate locations, synchronous settings give students a time period and allows for discussion and sharing of findings after the activity.
• When learning about geometry in math, students can find specific three-dimensional and two dimensional shapes around them. From this students can find area, surface area, or volume of the physical objects they found in the scavenger hunt.
• ISTE Standard 1.3b: Students can find and provide accurate information that is relevant through media or technology.

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