Simulation educational technologies provide a convenient way to augment classroom learning in higher education. The University of Colorado Boulder has created many Physics Education Technology (PhET) computer simulations relevant to concepts in Sciences and Mathematics. There is a notable gap in the literature of simulation-based technologies, learning theories, and Physics pedagogy in higher education. This action research study addresses that gap by exploring the role of the intentional inclusion of PhETs in the teaching practice of an undergraduate Physics class in a Canadian university. The professor of PHYS 105 taught a class of 80 students (primarily non-Physics majors) and integrated PhETs throughout his lesson plans during the semester to see if they supported students' learning of the Physics concepts. Findings indicate that PhETs have value as a "more capable peer" in Vygotsky's (1978) zone of proximal development. Findings indicate that PhETs are a valuable bridge between classroom learning and the laboratory learning experiences in a Physics higher education course.