URL of PLE: http://www.symbaloo.
com/home/mix/13eP29NgfE
Tool Summary/ Purpose of
Tool
PhET This tool is an interactive,
research-based simulation
resource that uses inquiry,
provides visual models,
uses implicit guidance and
uses real world
connections for various
difficult to see and do
chemistry experiments.
Explore learning in an
Explore online simulation lab
Learning where students are able to
work through scientific
content in a sequential
Rationale based on
Research
Research on learning
shows that students learn
better when they construct
their own understanding of
scientific ideas within the
framework of their existing
knowledge. (Wieman,
2008, p. 682) PhET
simulations are designed in
such a way that builds on
prior knowledge. Each
simulation allows for
students to explore
scientific phenomena,
learning from trial and
error and building on their
prior knowledge and
personal discoveries.
Gizmo labs assist students
to explore new concepts
using computer based
manipulatives to explore
and practice using new
Supportive Integration Ideas
Research
Wieman, Carl E, et I typically use this tool when
al. PhET: doing difficult to see concepts
Simulations That in chemistry such as chemical
Enhance bonding of elements and
Learning. ScienceM VSEPR theory.
agazine, 31 Oct.
Some students pick this up very
2008, pp. 682683.
well with the lecture but many
do not. This is a great way to
use a blended classroom and
give students a choice in how
they learn the material. These
simulations can also be
assigned for groups and
facilitated in a project based
learning manner.
Cholmsky , I typically use this tool when
Paul. WHY GIZMOS doing difficult to see concepts
WORK: Empirical in chemistry such as electron
Evidence for the configuration. Some students
Instructional pick this up very well with the
Effectiveness Of
1
 manner. knowledge (Cholmsky,
2003, p. 21)
Similar to the PhET
simulations, students are
taught new knowledge
through demonstration and
exploration. Each concept
builds on the users
knowledge as they progress
through the activity a their
own pace.
Interactive technology Game-based learning is a
Kahoot game that allows the positive education tool
teacher to ask the class because it engages
questions and the students
students in problem
respond electronically
solving, critical thinking
using school provided and review of content
devices or their own
knowledge (Dellos, 2015,
personal devices. The
p. 49). As a means to
collective data is
displayed to everyone on address different learning
styles, questions can
each question and teacher
can target areas of include YouTube videos,
misconception as needed music, pictures and other
based on student graphics. Having visuals is
responses. good for both visual
learners as well as students
who are ELL.
Explore Learnings lecture but many do not. This
Interactive Content. is a great way to use a blended
Dec. 2003, classroom and give students a
www.emich.edu/ift/d choice in how they learn the
ocs/WhyGizmosWor material. These simulations
k.pdf. Accessed 17 can also be assigned for groups
Aug. 2017.
and facilitated in a project
based learning manner. Great
for differentiation and varied
learning speeds and types.
Dellos, Ryan. I typically use this game based
Kahoot! A digital technology for two purposes.
game resource for 1) To gauge what students
learning. Internation already know
al Journal of 2) To spot check what students
Instructional
have learned and address areas
Technology and
of misconception.
Distance Learning,
This activity is a fun way for
vol. 12, no. 4, Apr.
2015, pp. 4952.,
students to engage using their
technology. Also relatively
www.itdl.org/Journal
/Apr_15/Apr15.pdf#p safe in that students dont have
to identify themselves to
age=53. Accessed
17 Aug. 2017. everyone in the class in the
event they answer incorrectly.
When a student or student
incorrectly answers, I can
provide immediate feedback
and clarification. If needed, I
can use the results from this
game to design re-teaching
2

Poll Polleverywhere is an According to Warnich and
Everywhere online classroom response Gordon, students using this
system that allows
platform reported that
instructors to post using this was
multiple choice questions interesting, fun and
and/or open-ended that it makes the class
questions to the students,
more enjoyable. When
who are then able to
students enjoy an activity,
respond using their
personal devices. Their they are more likely to be
answers are compiled on engaged with the activity.
the screen where everyone Additionally, when used as
can see what the trending a brainstorming activity, a
answers are. teacher can use the data to
assist students towards a
more direct understanding
of a concept using their
prior knowledge as the
base. Through this
inductive discovery the
learners are not simply the
passive recipients of
knowledge, but are actively
and collaboratively
involved in the
construction of their own
new knowledge (Warwich
opportunities based on the
needs of each class.
Kappers, W. M., & Personally, I like to use
Cutler, S. L. (2015). polleverywhere as an engaging
Poll Everywhere! Even warm-up activity at the
in the Classroom: An
beginning of a unit to see what
Investigation into the
my class knows about a given
Impact of Using
topic. I will ask an open-ended
PollEverwhere in a question and allow them to
Large-Lecture
brain dump whatever the topic
Classroom.
makes them think about. I like
Computers in this because it allows them to
Education Journal, anonymously share their
6(20). Retrieved thoughts without fear of being
from incorrect. It allows me to get a
http://commons.era glimpse of what the classes
u.edu/ prior knowledge or level of
publication/333 understanding is on a given
topic. From this, I can design
my lessons based on the
Warnich, Pieter, and demonstrated needs of the
Clare Gordon. The class. Can be used to put
integration of cell students in small groups based
phone technology on their response, to design an
and poll everywhere inquiry based project, a starting
as teaching and
point to facilitate a group
learning tools into
discussion, a way to define
the school History
classroom. Yesterd
concepts in the students own
words among many other uses.
ay and Today, vol.
3
 and Gordon, 2015).
Students who learn through
discovery tend to have a
deeper understanding of a
topic and tend to retain it
longer as the learning
becomes a personal
experience.
KhanAcademy is a great By using these videos in a
KhanAcadem 24/7 how to resource flipped format, students are
y videos where students can watch allowed to progress at their
a presentation on a topic. own pace. Students who
Typically these videos are progressing at a faster
Crash Course give information on a pace without mistakes are
Videos concept or demonstrate permitted to move ahead,
how to complete a task or while those who are
BrightStorm a problem. Some videos struggling get surgically
Videos have a practice problem targeted guidance
sections where students (Thompson, 2011). This
can practice what they allows me, the teacher time
learn and get immediate to work with students at all
feedback. levels, rather than teaching
to the middle.
When used as a
reinforcement resource,
students are able to watch
all or parts of the videos as
13, July 2015, Polleverywhere can also be
www.scielo.org.za/s used to assess learning in a
cielo.php?pid=S222 similar manner as Kahoot.
3-
0386201500010000
4&script=sci_arttext
&tlng=es. Accessed
18 Aug. 2017.
Thompson, Clive. I use KhanAcademy as a
How Khan differentiation tool inside and
Academy Is outside of the classroom.
Changing the Rules Typically I will post links to
of various videos for the content
Education. Wired, we are covering. It has been
Conde Nast, 15 July
my experience that students
2011,
will use these videos to
www.wired.com/201
1/07/ff_khan/.
supplement/reinforce the
Accessed 17 Aug. activities within the classroom
2017. at their own pace. Oftentimes
these instructional clips will
present the information in a
different way than it was
presented in class. Depending
on the topic, I have also used
these videos to introduce a
topic at home so that we can
spend more time interacting
4
 many times as needed. As with the material in class.
Thompson points out, (Flipped Classroom)
students learn faster when
they have control over the
pace of the lecture. They
can move ahead on the
parts they already know
and revisit areas of
concerns as many times as
they need to before moving
on.

Resources:

Cholmsky , Paul. WHY GIZMOSTM WORK: Empirical Evidence for the Instructional Effectiveness Of ExploreLearnings Interactive Content.
Dec. 2003, www.emich.edu/ift/docs/WhyGizmosWork.pdf. Accessed 17 Aug. 2017.

Dellos, Ryan. Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, vol. 12,
no. 4, Apr. 2015, pp. 4952., www.itdl.org/Journal/Apr_15/Apr15.pdf#page=53. Accessed 17 Aug. 2017.

Kappers, W. M., & Cutler, S. L. (2015). Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverwhere in a
Large-Lecture Classroom. Computers in Education Journal, 6(20). Retrieved from http://commons.erau.edu/ publication/333

PhET Interactive Simulations. PhET, phet.colorado.edu/en/about. Accessed 16 Aug. 2017.

Thompson, Clive. How Khan Academy Is Changing the Rules of Education. Wired, Conde Nast, 15 July 2011,
www.wired.com/2011/07/ff_khan/. Accessed 17 Aug. 2017.

Warnich, Pieter, and Clare Gordon. The integration of cell phone technology and poll everywhere as teaching and learning tools into the
school History classroom. Yesterday and Today, vol. 13, July 2015, www.scielo.org.za/scielo.php?pid=S2223-
03862015000100004&script=sci_arttext&tlng=es. Accessed 18 Aug. 2017.

5
Wieman, Carl E, et al. PhET: Simulations That Enhance Learning. ScienceMagazine, 31 Oct. 2008, pp. 682683.

What Is Successful Technology Integration? Edutopia, 5 Nov. 2007, www.edutopia.org/technology-integration-guide-description. Accessed 18

Aug. 2017.