Teachers can use Zoom to create breakout rooms for the teams to work together and collaborate during check-ins for the PBL progress. Students can ask questions in a small setting and share screens to visually show and explain what they have accomplished, which helps the English learners and visual learners. Zoom allows students to have face-to-face interactions during the meetings and the smaller setting will help keep all students engaged and participating. The online meetings allows students to show their personalities when speaking to each other rather than responding through posts or comments asynchronously.

Students can present their projects to the virtual class and provide visuals and notes throughout the presentation. The visuals and interactive whiteboard for the presenter can make it easier for viewers to follow and be engaged. Students can be creative in how they are demonstrating their findings for the PBL compared to traditional slide show presentations.

Students will be able to use this tool during synchronous learning because the team will be able to interact and display their presentation to their class while presenting.

A project students could use this tool for is inventing something new that the world needs, and then fund, create, and sell your product in the community (Staake, 2023). The students will be able to create and upload sketches of their invention and have assisting slides to help enhance their presentation idea. The interactive drawing allows the students to identify the parts of the presentation images the audience should focus on.

ShowMe addresses ISTE Standards for Students 1.3.c for curating information because it allows students to use the digital resource to create a collection of artifacts to demonstrate connections and their findings (ISTE, n.d.).

Students will get to create a presentation that has their audience interact by answering questions, using collaborative walls, and polls. This will help increase engagement during the presentation and allow students to have creative freedom with how they present their findings. Students can provide differentiation by choosing different methods to check for understanding and using videos and visuals to support all learners.

Nearpod is great for synchronous learning since teams can present the Nearpod live during the online class meeting. The formative assessments can provide immediate feedback during the presentation.

A project students could complete with Nearpod is creating and leading a walking tour of the community, highlighting its culture, history, landmarks, and more (Staake, 2023). The Nearpod allows for embedding virtual field trips or creating virtual reality scenarios to allow students to explore the given area. This is a great feature to use during this project to give a real-time feel of walking on the tour. Students could then embedded slides that give more information about the places they chose to teach the class about.

Nearpod address ISTE Standards for Students 1.6.c for models and visualizations because students will have the opportunity to share information about complex ideas and use a variety of digital objects, like visualizations and simulations, to teach their peers (ISTE, n.d.).

Project Pals provides teachers with lesson plan templates for various PBL opportunities. Teachers can assign the chosen project for the students and allow them to complete the template in their teams. The templates make it easy for the students to follow and break down the tasks that each student should be assigned. Teachers can monitor student progress and provide feedback to keep the students on the right path to success. With student assigned roles, it makes it easy to keep students engaged and participating throughout the process and the team lead rotates weekly. The lesson topics can help encourage creativity because it gives the team the voice to speak up about issues that they feel passionate about.

Project Pals works asynchronously since each student will be assigned specific tasks that can be completed on their own time.

A project that the students can complete through Project Pals is solving a problem in society that they are passionate about. The lesson plan template makes the project easy to follow for the students to complete and help discover what issues their community may have to deal with and find a solution for it (Project Pals, n.d.).

Project Pals addresses ISTE Standards for Students 1.7.d for local and global issues because the students will explore a local issue and use collaborative tools to find solutions (ISTE, n.d.).

Headrush Learning will help students manage their research and learning when completing the assigned PBL. The program allows students to work at their own pace and provides opportunity for students to learn by doing. The program emphasizes student-led learning and that will help improve their engagement as they complete their portion of the project tasks. With the student-led learning, this allows for flexibility in the process and provides opportunity for their creativity.

The main purpose of this tool is to help manage student learning, so it supports asynchronous learning during the process.

One project idea is planning and holding a fundraiser to support an issue you care about (Staake, 2023). The Headrush Learning will help keep the students research and information organized as they find out how to run a fundraiser and what they want to fundraise for.

Headrush Learning addresses ISTE Standards for Students 1.3.d for exploring real-world issues (ISTE, n.d.). Students will have to research some reasonable causes to possibly fundraise for and they should explore real-world issues.

Students can use Sutori to display the content and research they developed through the PBL and present findings on the collaborative presentation. They can take notes, find images, upload videos that support their topic and support their audience's understanding. This can allow for differentiated learning because it provides multiple ways for a student to demonstrate their learning and participate. Students can get creative with how they display their work, like using a timeline.

Sutori works with asynchronous learning because each team member can work collaboratively on their own on one main project.

One project to use Sutori for is asking students to share their family histories so they can learn more about immigration (LearnOBots, n.d.). The timeline feature will be a great way to display the events of the students' families and other important immigration events along side the own.

Sutori can help address ISTE Standards for Students 1.7.a for global connections because it uses a digital tool to connect various cultures to broaden their mutual understanding and learning about a topic (ISTE, n.d.).

Students can use the different apps to help with the process of completing their PBL. Google Docs would be good for taking collaborative notes, Google Slides is a way to present their research and information, and Google Drive can help create shared folders for any information the students need to share or record for the project. The applications provides differentiation because of the choice it provides in how the students choose to demonstrate and organize their learning. The options can keep the students engaged and the collaborative features helps monitor participation throughout the project.

All the applications in Google Suite can be used asynchronously since each student can contribute to the project on their own time and it will save their progress.

One project students could do using Google Suite applications is inspiring the students to make their own holiday (LearnOBots, n.d.). The students can take notes on the Google Docs and upload any articles they find to a Google Drive folder to share with their team members. Their final product could be a Google Slide presentation that covers all the needed information to teach their class about their holiday they created.

Google Suite addresses ISTE Standards for Students 1.6.a for choosing platforms or tools (ISTE, n.d.). It is important that students understand how to choose the appropriate tool for certain purpose when given multiple options. The students need to look at the objective of their creation to decide which digital tools to use during the PBL process.

HyperDocs allows for students to complete digital activities and explore links that the teacher assigns independently to help explore the PBL problem. The students can feel more prepared after completing the activities from the HyperDoc to then collaborate and discuss with their teams. The HyperDocs support universal design learning strategies that can help support differentiating the PBL for all students. The easy use of the HyperDoc makes it engagement and participation easy because students should be able to accomplish the tasks independently. Teachers can include a link to post Flipgrids for students to reflect and respond to a prompt to spark their creativity moving forward in the process.

The HyperDoc works in both learning environments because teachers can assign them during the virtual class meeting and have students work on them in breakout rooms or students can work on them independently on their own during their asynchronous time because it can be self-paced.

One project a teacher could assign using HyperDocs is taking students on a field trip to another country and have students create a postcard to share (LearnOBots, n.d.). The HyperDoc could include a link to an article that shares facts about the country the class will visit, followed by a link to a padlet with prompts for the class to all publicly respond to, then a section with links to the virtual field trip video of famous places in the country, and finish off with a link to a flipgrid to share a video of their finished postcard with a rubric to follow to complete their project.

HyperDocs address ISTE Standards for Students 1.7.a for global connections (ISTE, n.d.). Students will get to use the digital tools to connect with cultures and engage them with learning and broadening their understanding.

Students to use Book Creator to share their learning and collaborate creatively with a digital book. Students can use various digital medias to share information about their PBL problem. Each student can be assigned a specific topic for their page in the book to ensure participation and engagement during the learning process.

Book Creator works in both learning environments because students can work on it together over virtual meetings to discuss what progress they have made or provide immediate feedback or they can work on it at their own pace and create timelines on when their tasks should be completed separately.

A project students could use Book Creator for is asking students to investigate fake news (LearnOBots, n.d.). Students could use their digital book to inform their audience of ways to tell if the news is fake or not. The students could come up with their own examples of fake headlines to help enhance the class's learning. Students can get creative with how they teach the class, like videos, images to have the class create fake headlines, and providing informative pages about what to look out for.

Book Creator addresses ISTE Standards for Students 1.7.c Project Teams (ISTE, n.d.). Students can be assigned specific roles and responsibilities while using Book Creator to help work effectively towards their goal.

Students can use FuseBase to collaboratively takes notes throughout the PBL process to help keep the team on track for their final product. Students can help support each other when taking notes to make information easily accessible during the project. The collaboration can help students contribute to the digital notebook and increase engagement and participation from each team member. Students can be creative in the ways they organize their information and how they present it.

FuseBase can be used in both learning environments because students can work together during a synchronous class session to go over what notes are important and how to organize the information for their project or the students can complete their notes for the assigned task on their own time.

One project students could use FuseBase with is exploring ways to reduce the amount of waste a family produces (Staake, 2023). Students can use the digital notebook to help keep track of all the research they find and any articles or images that could support their presentation. After, the team can discuss how they want to organize it to put it into a final product presentation.

FuseBase addresses ISTE Standards for Students 1.7.b for multiple viewpoints (ISTE, n.d.). Students will contribute their research which could touch on different viewpoints of what they see as environment waste. This allows the students to discuss what is most important to include in their project solution and may give insight to what most people may prioritize.