Meet the 2022 PhET Fellows
Below, meet the 32 PhET Fellows selected by PhET Interactive Simulations to increase the access and impact of PhET simulations across Africa and Latin America! Reach out to phet-global@colorado.edu for more information.
Adegboyega Adedirin | Physics | Namibia: Adegboyega has a bachelor’s degree in mathematics with physics. He has been teaching physics and maths for over two decades. He co-authored The Living Physics Learner book for grades 10–11 and grades 12 published by Oxford University Press of South Africa. The PhET Fellowship is a dream come true, and will serve as a professional development tool with mutual benefit for him and Namibia. His goal through the Fellowship is to become an expert at using the PhET sims, while simultaneously training his teaching colleagues on the use of these incredible tools.
Claudia Amaya | Mathematics | El Salvador: Claudia is a middle and high school mathematics educator and a consultant specializing in STEM projects. Being a PhET Fellow is exciting to her, and she expects to grow in experience and knowledge by interacting with educational leaders from all over Latin America as she now has the opportunity to spread the word about PhET simulations in different fields. At the end of this program, she hopes to create teacher education networks and carry out educational research to propose educational policies that generate positive change by applying technology and PhET simulations in the different contexts in which she works.
Setegn Ayalew Bogale | Physics | Ethiopia: Setegn is a lecturer of physics at Ambo University in Ethiopia. He has double MSc degrees: MSc in physics and MSc in advanced optical technologies. He was selected as one of the 15 African PhET fellows for his expertise in the use of PhET’s digital tools and effective pedagogies. Learning and sharing teaching strategies using PhET sims make his time in the fellowship very enjoyable. After the Fellowship, he hopes to be recognized as a STEM digital educational leader. He also wants to train teachers who can bring a positive educational reform in STEM education across Africa.
Richard H. Boni | Chemistry | Ghana: Richard is a science educator volunteer with the Youth Bridge Foundation (YBF-Ghana) in Agona Nkwanta, Ghana. Richard was recommended by YBF-GHANA for the PhET fellowship after generating excitement among teachers for using PhET sims in a STEM program. He is excited about his role as a PhET Fellow in Africa because of the huge platform created to integrate PhET sims, which has the potential in creating and sustaining authentic knowledge among students in STEM education. Richard seeks to use the PhET sims as an instructional and Interactive pedagogical tool to stimulate learners.
Blessing Chukwuka | STEM | Nigeria: Blessing has a background in computer engineering. Coupled with her passion to teach, she founded DTW Tutorials, an Online Educational YouTube Channel to teach STEM subjects for free and to train STEM teachers. With the desire to make STEM Teaching better she came in contact with an organization where she used PhET Simulations to help transform the classroom learning experience in public schools. The above has led her to the PhET Fellowship, in which she’s so excited to learn the best ways to teach PhET simulations effectively to students and teachers.
Rael José Clemente Hernández | Chemistry | Ecuador: Rael is passionate about education in the area of natural sciences. In his desire to innovate and impact teaching, he came across this powerful resource that is PhET simulations. From that moment on, he insisted on looking for new opportunities to train in the use and design of materials that would involve this resource. During this process of formative growth, he had the opportunity to apply for the PhET Fellowship. In this program, he sees the opportunity to develop as a STEM leader who can impact science education in Latin America.
Anel Cruz Castillo | STEM | Mexico: Anel is passionate about imaginative education and STEM teaching. She is a teacher and volunteer for “En el Semáforo Se Aprende” (“Learning at the Stoplight”), an association dedicated to bringing education to people in vulnerable situations. Thanks to his experience as a high school chemistry and mathematics teacher, he has been able to adapt different methodologies and resources from formal education to street teaching. She hopes to design and implement a program that involves the use of PhET simulations and imaginative education tools for teaching STEM in challenging contexts.
Andrea Franjul Sánchez | Physics| Dominican Republic: Andrea is a dynamic, innovative, and creative person who has specific goals to transform educational settings. She became a Phet Fellow for her proven experience in the use of simulations and for her motivation in studying science through technology. She hopes to build her STEAM leadership, linked to PhET pedagogies, for the creation of networks of learning communities to exchange experiences, policy promotion, and space for academic research on PhET.
Areli García Velázquez | Science | Mexico: Areli is a passionate teacher who designs, implements, and promotes projects based on PhET simulations and uses the Universal Design for Learning teaching model for the training and skills development of students and teachers. For her, being a PhET Fellow is an opportunity to meet teachers who are passionate about the use of PhET Simulations and learn with/from/for them new teaching-learning strategies. At the end of this program, she wants to become certified in promoting projects using the PhET simulations in an inclusive environment and develop a learning network.
Adriana Paola González-Valcárcel | STEM | Colombia: Adriana Paola is a Colombian teacher who, since her physics class, has worked with and for girls so that they enjoy learning through STEM projects. Paola motivates her students and applies their knowledge through collaborative work to help their community by solving problems in their context. This experience will be enriched with the PhET simulations and will allow more girl mentors to reinforce their learning while teaching younger girls. All girls, all professions!
Muhammed Chuka Joof | STEM | The Gambia: Muhammed has a BSc in physics, and is knowledgeable about mathematics and information technology. He is also the executive director of an education non-governmental organization, the “Mentorship and Community Joint Support Organization” in The Gambia. Muhammed is a STEM educator and a 2-time grantee of US State Department PAS funding to promote and improve all-inclusive education, using PhET as the main educational tool for deaf education. His longtime plan is to establish the Gambia Scientific Center for Research and Development, which will focus on building the capacity of Gambians on researched-based development strategies. The PhET Fellowship is one way he is getting close to achieving that dream.
Cosmas Kathumba | STEM | Malawi: Cosmas has been a STEM educator for more than 12 years. He holds an MEd in science and mathematics education degree and a Bachelor of Science (education) degree. His selection for the PhET Fellowship was based on his previous knowledge and skills in STEM education. He is passionate about helping young scientists realize their dreams in STEM education. He is so excited about Fellowship because of the opportunity to strengthen his knowledge and skills of using PhET sims in STEM education, and he will grow in this association and policy leadership skills. He intends to make PhET sims known to every STEM educator and policymaker in Malawi.
Vincent Kizza | Physics | Uganda: Vincent has been a physics teacher for over 20 years, and moved into teacher training and professional development with long stints in science education policy activism with civil society. He intermittently takes returns to the classroom so as to have his “ear to the ground.” He is greatly excited to be a part of the community of practice of like-minded science educators all over the continent and the world and learn from each other. He wants to be able to reach out to as many science educators and policymakers as possible and share his insights, knowledge, and skills.
Tuwaya Manyozo | Mathematics | South Africa: Tuwaya is a physical science and mathematics teacher. This is his 21st year as a teacher. He started his teaching career in Zimbabwe where he taught mathematics and chemistry. In 2007, Tuwaya moved to South Africa. It is in South Africa during a teacher development workshop where he was first introduced to PhET. He is excited to be part of a diverse passionate group of STEM educators. Tuwaya looks forward to learning more about how to integrate pedagogies in the use of PhET simulations. He also wants to increase the use of PhET sims in his district and province.
Jesús Alexander Matamoros Meraz | STEM | Costa Rica: Jesus is enthusiastic, creative, and an explorer. His training in STEAM disciplines has led him to teach math, science, and STEAM lab classes. In addition, he has provided consulting on STEAM projects. His implementation of technology and innovation allowed him to be chosen as a PhET Fellow. What excites him the most as a Fellow is the possibility of having colleagues to accompany him as he engages through a STEAM framework. He wants to create a network of STEAM collaborators and leaders, as well as a mobile laboratory that brings STEAM knowledge and approaches to diverse places and populations.
Dorothy Abokuma Mensah | STEM | Ghana: Dorothy is the project coordinator for the “Educate To Innovate With STEM Project”, with over 5 years of work experience promoting STEM education in Ghana. Dorothy works to empower young Ghanians to have access to education, governance, and justice. She holds a Bachelor’s degree in Food Science And Technology from KNUST. Dorothy is excited about acquiring in-depth knowledge in the use of PhET sims. Upon completing the PhET fellowship, she hopes to form part of networks and collaborations of PhET Fellows across Africa and the world, bringing educational reforms to STEM teaching.
Jeannette Musengimana | Chemistry | Rwanda: Jeannette is a Ph.D. student in chemistry education research from the University of Rwanda through the African Centre of Excellence for Innovative Teaching and Learning in Mathematics and Science hosted in the College of Education. She is also a chemistry assistant lecturer at the same university. She is excited to be a PhET Fellow, as she would like to improve her teaching pedagogies using PhET sims and increase its access to teachers across the region. At the end of this program, she wishes to become a successful model STEM educator and leader in Africa.
Martha Mwiinga | Physics | Zambia: Martha is a physics/science teacher from Zambia. Over the past six years, she has carried out research during both her undergraduate and master's studies which focused on the use of virtual tools for teaching and learning physics. As a result of being already signed up for the PhET newsletter, she was able to get notified about the call for applications for the fellowship program. She is thrilled to join this program to become an even more effective PhET educational leader.
Godfrey Odhiambo | STEM | Kenya: Godfrey is a mathematics and physics teacher and a STEM advocate. He has used PhET simulations since 2017 to make his classroom interactive and learner-centered. In 2022, he applied to be a PhET Fellow and got a chance. Through the Fellowship, he will network with educators in Africa and globally to improve and expand his knowledge in teacher leadership and in-depth understanding of PhET pedagogy. By the end of the Fellowship, he envisions that most teachers in Africa will incorporate PhET simulations as a core component in STEM teaching.
Rita Oladiran | STEM | Nigeria: Rita is a learning technologist and STEM education specialist. She has her Bachelor’s degree in engineering, post-graduate qualifications in education, and a Master’s degree in digital teaching and learning. She is the founder of Bi-STEM24, a non-profit edtech organization committed to improving STEM learning outcomes through research, coaching, and creative learning design. Being a PhET Fellow is an exciting opportunity that enables her to support the active and innovative use of technology to engage students in authentic STEM education, working towards building competent and digitally confident graduates.
Akinola Olayinka | Physics | Nigeria: Akinola is an associate professor of physics at Edo State University Uzairue. He holds a PhD in physics. With a background in physics and computer science, he is passionate about the use of computational tools to enhance STEM teaching and learning. In his quest to achieve this, he established a center (c2snet.org). He is excited to be a PhET Fellow because it is an opportunity to promote technology-enhanced teaching and learning among African teachers and students. He hopes to create a dynamic network of STEM teachers that are empowered to use PhET simulations to enhance teaching and learning.
José Orozco | Physics | Mexico: José has been a high school teacher for 21 years. He is a Master of Science in Educational Physics. He is always looking for new methodologies that support student learning. Since 2018, it began to train teachers in active learning of physics, with the support of PhET simulators. Thanks to the fact that he has been using the PhET simulators since 2008, he is familiar with the PhET Fellow program, of which he is now a part, and is excited about the project, because he knows that this platform will allow him to train a greater number of teachers in the STEM methodology, to improve quality education in your country.
Camila Palma | STEM | Bolivia: Camila is a Bolivian biochemist, with a master’s degree in biological and biomedical sciences and a postgraduate degree in higher education, design/development of virtual courses, and biotechnology/applied bioinformatics. She began as a teacher at the Universidad Católica Boliviana San Pablo where she learned PhET interactive simulations and currently works at the Universidad Mayor de San Andrés. What excites her most about the Fellowship is networking with educators who are just as excited about PhET as she is, and she wants to become an educational leader who transforms STEAM teaching with innovation for meaningful learning.
Agustina Paredes | STEM | Argentina: Agustina is a mechatronics technician and teacher. She teaches at the secondary level and above. She is also the founder of Phenomenon Phi, a technological laboratory where she teaches STEM courses and workshops for children and teacher training in educational technology. She learned about the PhET simulations during the pandemic, looking for a tool to apply in technical schools given the impossibility of carrying out face-to-face practices and workshops. She joined the PhET Fellowship to learn more about the simulators, connect with trainers from all over Latin America and generate innovative changes in education.
Rubén Perea Leyva | Physics | Mexico: Rubén is a high school physics teacher in the state of Veracruz, Mexico. He has been a teacher since 1995 and his class work is based on experimentation and creation of didactic, experimental, and technological application prototypes, and it is in this field that over the years he has advised students who have won national awards. He became a PhET Fellow because he wants to combine his experience in teaching aids with the use of PhET and help other teachers in his country to learn about and get the most out of this tool for the benefit of Mexican students and his country.
Ofentse Johannes Phale | Physics | Botswana: Ofentse is a principal education officer in the Ministry of Education and Skills Development in Botswana. He is an In-service officer, responsible for supporting the teaching and learning of STEM subjects in the South East Region. He taught physics and chemistry at Senior Secondary School for a period of 16 years before he was promoted to his current position. In 2021, when the world was enveloped by the Covid-19 pandemic, Ofentse came to know about PhET Interactive Simulations.
Lauren Esteban Rayo Guido | Physics | Nicaragua: Lauren is a physics-mathematics teacher at the National Autonomous University of Nicaragua. He has 17 years of experience, in which he has been recognized for the use of technology, in contests and forums promoted by the Ministry of Education. He participated in the PhET courses with the Digital IU of Antioquia, Colombia, on the design of activities to promote inquiry learning, submitted his proposal, and was selected to be part of the PhET Fellows. He is excited to continue learning and become an educational leader in his country to contribute to the training of new teachers.
Emy Soledad Reyes Corea | Chemistry | Honduras: Emy is a young self-taught teacher, who seeks to bring STEM education to all the students who pass through her hands and thus increase the love for science, transferring many scientific topics to reality through PhET simulations. Teacher of the scientific area, biology, and chemistry, Emy especially dreams of sharing the experience of being a fellow with other colleagues in order to create a multiplier effect in all teachers in her country of Honduras and demonstrate that meaningful learning goes beyond barriers. social.
Diego Fernando Rodríguez González | STEM | Colombia: Diego is a professor of natural sciences at Colegio El Salitre Suba in Bogotá, Colombia. He studied biology at the National University of Colombia and has a master’s degree in education in digital pedagogical design at the European Postgraduate Institute. Since 2015, it has managed the hybrid attention proposal (b-learning) called Sede Virtual Salitre (virtual.colegioelsalitresuba.edu.co), a Moodle platform dedicated to enriching face-to-face learning at the school. Develops naturalistic and logical-mathematical talent in talented students of the Public District network with the Buinaima Corporation.
Álvaro Suárez | Physics | Uruguay: Álvaro is a professor of physics and has a master’s degree in physics. He has made several publications on Physics teaching. Teaching is his great passion and his desire to promote STEM education has led him through various training paths that converged in the fellowship. Being a PhET Fellow is an honor and a great responsibility that will open many doors for you to further your education and connect with other professors in America. His main goal is to acquire the necessary training to be able to actively participate in the improvement of STEM education in Uruguay using PhET simulations.
Jesús Eduardo Villamizar Rincón | Mathematics | Venezuela: Jesús has a degree in mathematics education with a specialty in virtual teaching. He currently works in the field of secondary and university education, having as a line of research teacher training in educational technological tools, a position he has held for more than ten years. What motivates him the most is creating educational experiences under the “learn by playing” philosophy of PhET’s technological tools. He hopes to bring about a change in the way science and math are taught through building networks of educators.
Myriam Edith Villegas | Physics | Argentina: Myriam is a doctor in physics with more than 30 years of teaching experience. He has extensive training in active learning in physics, carrying out innovations and research in relation to conceptual learning of physics, use of technology, problem-solving, and teacher education. All this was what allowed his admission to the PhET Fellowship. Myriam hopes to be able to increase her activity as a local and national trainer and reference in the use of PhET simulations, achieving a more inclusive view of the classroom, which manages to reduce gender and cultural biases.
