Technology-Based Tools for Project-Based Learning

Animoto

Description

Animoto is a tool that allows students to create videos, slideshows, and digital animations to

share about a subject (Bogler, 2018).

Project-Based Learning Alignment

This tool supports project-based learning for students because it gives them a way to present

their findings to their class. This tool allows for differentiation because students have the option

to represent their findings audibly through video narration or visually through pictures in their

presentation. Students are engaged and motivated to create a video that they get to share with the

class and every student can incorporate their own uniqueness into their presentation design.

Learning Environment

This tool could be used for both a synchronous and asynchronous environment. In a synchronous

environment, a group might work together on a video through a live meet while in an

asynchronous environment students might message each other the text, images, or videos for the

presentation. In a synchronous environment the videos might be presented to other classmates

while in asynchronous the links to the videos are shared.

Project-Based Unit
Animoto could be used for a project-based unit on student identity. Students could create videos

that teach their classmates about who they are and what makes them special.

ISTE Standards for Students

The Animoto tool aligns with the Creative Communicator Standard because students are able to

clearly express themselves through the creation of a digital object such as a visualization (ISTE,

2017).

PenPal Schools

Description

PenPal Schools is a digital site that allows students to connect with other students all over the

world. Students from all over can collaborate and create projects in over 50 different topics

(PenPal Schools, 2020).

Project-Based Learning Alignment

PenPal Schools allows students to engage in project-based learning through reading, writing,

collaboration, and social and emotional learning. Students can dive into real world problems with

students who are facing them. This tool allows for differentiation because there are lots of

different levels of engagement. Students will be excited to participate because they get to interact

with students from new and exciting places. PenPal Schools can inspire personal uniqueness

because students can find a topic that fits their interests.

Learning Environment
This tool can be used for both asynchronous and synchronous learning environments. Students in

an asynchronous learning environment can engage with their pen pal by writing back and forth.

Students in a synchronous learning environment can engage with their pen pal through live

meetings.

Project-Based Unit

PenPal Schools could be used for a project-based unit on environmental stewardship. Students

could interact with students from other countries to determine what environmental issues are

most pressing in their country. They could then collaborate to think of solutions to these issues.

ISTE Standards for Students

PenPal Schools aligns with the Global Collaborator standard because it allows students to use

digital tools to connect with learners from a variety of backgrounds and cultures (ISTE, 2017). It

also allows them to use collaborative technologies to examine issues and problems from multiple

viewpoints.

SeeSaw

Description

SeeSaw is a digital portfolio that allows students to demonstrate their learning in a variety of

ways.

Project-Based Learning Alignment

SeeSaw supports project-based learning because it allows students to keep every step of their

problem-solving process in one place. Students can log onto their portfolio and see the research
they conducted, the prototype they created, and their results all at once. It also allows them to

share with their parents, teachers, and other students. It allows for differentiation because

teachers can tailor the content to student learning preferences (Rogowski, 2022). Students are

engaged by the various activities that allow them to demonstrate progress in their own creative

and unique ways.

Learning Environment

This tool could be effective in an asynchronous or synchronous learning environment. In both

environments that tool allows the teacher to monitor learning and allows students to share with

one another. Students may be adding to their portfolios asynchronously, at their own pace, or

while they are live with an instructor.

Project-Based Unit

SeeSaw could be used for any project-based unit that requires students to take part in the

problem-solving process. This will allow students to document each step of the progress and

house the documentation in one place.

ISTE Standards for Students

SeeSaw aligns with the Empowered Learner ISTE Standard because using the digital tool

students can seek feedback from their teachers and demonstrate their learning in a variety of

ways (ISTE, 2017).

Google Earth

Description
Google Earth is a site that allows students to explore different parts of the world and what they

look like. They can also use Google Earth to explore different cultures from places around the

world.

Project-Based Learning Alignment

Google Earth supports project-based learning because it allows students to get a more authentic

look at the world around them. Students can explore the landscape of the area their project is

based on instead of just having to imagine what it might be like (Schafer, 2020). Google Earth

can be differentiated by providing students with links to their areas of study. Google Earth

unlocks students’ curiosity which engages them into the content they’re learning. Students can

get creative by finding unique ways to represent the information they gather from Google Earth.

Learning Environment

This tool could be used in both an asynchronous and synchronous environment. In an

asynchronous environment students could explore Google Earth on their own or be provided

links to the appropriate locations. In a synchronous learning environment, the teacher might

screen share Google Earth and the class might explore together.

Project-Based Unit

Google Earth could be implemented in a project-based unit on the environments affects on a

community. Students could use Google Earth to explore the landscape in different places to get a

better idea of how the landscape is causing problems or how the landscape could be a solution.

ISTE Standards for Students

This tool aligns with the Global Collaborator standard because students can use Google Earth to

explore local and global issues (ISTE, 2017). The students will then use collaborative

technologies to investigate solutions to those problems.

Defined STEM

Description

Defined STEM is a collection of resources that provide authentic project-based lessons (Defined

Learning, 2022). The real-world content provided encourages students to engage in critical

thinking skills.

Project-Based Learning Alignment

Defined STEM supports project-based learning by providing students with performance tasks

that are aligned with Common Core and require students to think critically about real-world

problems. Teachers can assign all or parts of tasks making it easy for teachers to differentiate

instruction. These tasks could be used for enrichment activities for advanced learners or

remediation activities could be given to those who need more support (Gorrell, 2022). Students

are excited and inspired by the real-world connections. Students will be inspired to approach the

tasks in their own unique way.

Learning Environment

This tool best aligns with an asynchronous learning environment because it is self-paced.

Students can move through their task independently on their own devices.
Project-Based Unit

This tool can be implemented during a project-based unit on math or science. The performance

tasks cover key concepts in both math and science.

ISTE Standards for Students

This tool aligns with the Computational Thinker ISTE standard because it allows students to

develop strategies for understanding and solving problems in ways that allow them to create and

test solutions (ISTE, 2017).

Flipgrid

Description

Flipgrid is a tool that allows teachers to record video prompts that students can then respond to

with their own short videos (Schafer, 2020).

Project-Based Learning Alignment

Flipgrid can support project-based learning by allowing students to send their teachers video

reflections about how their project is going throughout the process. Flipgrid allows all learners to

participate because they have the option to verbally express their thinking which eliminates

obstacles writing might cause. Students are engaged with this tool because it allows them to

make connections to forms of social media that they are familiar with. Students can personalize

their videos and be as creative as they’d like in their responses.

Learning Environment
This tool best aligns with an asynchronous learning environment because it allows students to

record videos and submit them for their teacher to view. If students were in a synchronous

environment, they could reflect with the instructor live and there would be no need to record

video reflections.

Project-Based Unit

This tool could be implemented with a project-based unit on global issues. Students might reflect

on what global issue they chose to explore and why they felt it was important to focus on. At the

end of the project, students might reflect on the effectiveness of their solutions and expand on

any ways they could improve them.

ISTE Standards for Students

This tool aligns with the Creative Communicator standard because students can use Flipgrid to

clearly communicate and express themselves in a way that is personalized and allows them to

self-reflect on their learning process (ISTE, 2017).

Pixton

Description

Pixton is a digital tool that allows students to represent their knowledge in the form of a comic

book (Bogler, 2018).

Project-Based Learning Alignment

Pixton supports project-based learning by giving students a unique way to share their findings.

Pixton has simple to use templates that make differentiation easy. Students love to read comic
books and will be excited to create one of their own. Pixton gives students a chance to be

creative and personalize the comic book to reflect their learning.

Learning Environment

This tool best aligns with an asynchronous learning environment because it requires time and

focus. An asynchronous learning environment would allow the students to work on their comic

at their own pace and spend more time with the material they are using to create their comic.

Project-Based Unit

This tool could be implemented for a project-based unit on leaders. Students could examine

leaders who have changed the world and dissect what made them such a good leader. Students

could then create a comic book about the leader they researched.

ISTE Standards for Students

This tool aligns with the Creative Communicator standard because students will use Pixton to

present content that customizes a message for their peers (ISTE, 2017).

Google Meet

Description

Google Meet is a videoconferencing platform with built-in collaboration features (Castello,

2020).

Project-Based Learning Alignment

Google Meet supports project-based learning because it allows students to collaborate with one

another simultaneously. Google Meet has tools like a chat box and breakout rooms that can help

to differentiate learning and improve collaboration. Students are engaged by the collaboration

they get to do with their peers. Students can be themselves and communicate freely with one

another.

Learning Environment

This tool best aligns with a synchronous learning environment because it allows students to have

live meetings where they can chat with one another, and their instructor may be present.

Project-Based Unit

This tool could be used for a project-based unit on issues students find within their school. The

students could break up into groups based on which school issue they find to be most pressing.

The breakout room tool within Google Meet would allow students to meet with just their group.

The instructor could move throughout the breakout rooms to monitor student progress.

ISTE Standards for Students

This tool aligns with the Global Collaborator standard because it allows students to utilize

technologies to work with others to examine issues from multiple viewpoints (ISTE, 2017). It

also allows students to constructively contribute to project teams who are all working towards

the common goal of finding a solution.

Makers Empire

Description
Makers Empire is a 3D design tool that enables students to create, download, and print 3D

objects (Common Sense Education, 2022).

Project-Based Learning Alignment

Makers Empire supports project-based learning because it allows students to build prototypes or

models of their solution. They can then test these models to see if their solution works. The

website includes step by step tutorials that make it easy to differentiate learning. Students are

engaged by the freedom they get to express their creativity and be innovative problem solvers by

designing their own inventions (Rogowski, 2022).

Learning Environment

Makers Empire best aligns with a synchronous learning environment. This way teachers can

closely monitor what their students are creating and lend help when needed.

Project-Based Unit

This tool could be implemented during a project-based unit on litter. Students could learn about

Mr. Trash, a robot that helps clean the Baltimore Inner Harbor, they could then work to try and

design their own model of a machine that would help to pick up trash around their playground.

ISTE Standards for Students

This tools best aligns with the Innovative Designer standard because students are able to

develop, test, and improve prototypes as part of the design process (ISTE, 2017).

Interactive Whiteboards
Description

Interactive whiteboards could be physical boards in the classroom like the Smart Board, or they

could be virtual whiteboards like ClickUp provides. These spaces allow teachers to centralize

key data students have found related to their project (Bonderud, 2019).

Project-Based Learning Alignment

Interactive whiteboards support project-based learning by allowing all the information to be

documented and shared in one place. Students can bring all their research together in one

collaborative area. They can then work in that interactive space to make connections and take

notes on what they have found. This tool can help to differentiate because it allows the teacher to

be flexible with how they are presenting the information to the students. Students are engaged

because they see their ideas being shared with the class. Students have an opportunity to be

creative because they can choose how they want to display their findings on the whiteboard.

Learning Environment

This tool is best aligned to a synchronous learning environment because students need to all be

able to come together and discuss the data that is added to the interactive whiteboard. The

whiteboard would also most likely be shared in a live or in person meeting. If the instructor was

not present when the data was shared, there may be misconceptions that are not cleared up.

Project-Based Unit

This tool could be implemented during a project-based unit on bullying. Every student might add

to the interactive whiteboard their first-hand or second-hand experiences with bullying. After
each student has added their data to the whiteboard students can work on brainstorming solutions

to the specific problems that their peers have encountered.

ISTE Standards for Students

This tool aligns with the Empowered Learner standard because students are building networks by

contributing to the interactive whiteboard (ISTE, 2017). The students are also supporting their

learning process by customizing their learning environment to look the way that makes the most

sense to them. They are all contributing their own learning style to the whiteboard.
 References

Bogler, M. (2018). Top 7 web tools for project-based learning. Project Pals.
https://www.projectpals.com/project-based-learning-blog/top-7-web-tools-for-project-based-lear
ning

Bonderud, D. (2019). How to leverage your classroom tech for project-based learning. EdTech.
https://edtechmagazine.com/k12/article/2019/11/how-leverage-your-classroom-tech-project-base
d-learning

Castelo, M. (2020). How to facilitate project-based learning online. EdTech.

https://edtechmagazine.com/k12/article/2020/08/how-facilitate-project-based-learning-online

Common Sense Education. (2022). Tools for project-based learning.

https://www.commonsense.org/education/top-picks/tools-for-project-based-learning

Gorrell, D. (2022). Learning rating. Common Sense Education.

https://www.commonsense.org/education/website/defined-learning

ISTE. (2017). ISTE Standards: Students.

https://www.iste.org/standards/iste-standards-for-students

PenPal Schools. (2020). Learning is better together. https://www.penpalschools.com/

Rogowski, M. (2022). Learning rating. Common Sense Education.

https://www.commonsense.org/education/app/seesaw

Rogowski, M. (2022). Learning rating. Common Sense Education.

https://www.commonsense.org/education/website/makers-empire

Schafer, N. (2020). Essential technology for project-based learning. Tech & Learning.
https://www.techlearning.com/news/essential-technology-for-project-based-learning