Real classroom settings and scenarios where this technology would be useful:

Within the classroom, teachers strive to keep students motivated to learn and write. Motivation is not only inside the student, but in the social environment in which learning takes place and includes parents and peers (Boscolo & Gelati, 2019, p. 52). Creating an environment where students are using technology with their peers and teachers support, helps boost the motivation to write.

It is important when teaching students to incorporate the use of collaborative work. Students learn form each other as well as create meaningful ideas and skills when they work together with peers. When you have a collaborative classroom, it allows for peer reviewing, which allows students to receive formative feedback, and is proven to have a positive impact on student work (Friedrich, 2019, p. 40). Classkick uses real-time data for students to ask for peer feedback and help while working.

Teachers are able to follow the thinking of students while they work with the use of Classkick. For example, when brainstorming ideas on the app, the teacher can add comments and read their screens while they are typing or drawing on their personal screens. Differentiating instruction this way is also possible to give students who need it an outline to follow and help aide their thinking and revision during the writing process. Students need direction to provide appropriate and effective feedback and to collaborate on writing, the research suggests that teacher interactions are important to writing development (Friedrich, 2019, p. 37-45).

Keeping a portfolio of written works is standard for most teachers. However, Classkick provides a form of technological portfolios for the students as it keeps and tracks student data through a course of time. This portfolio can be used and shared with administration and parents to note progress for the student. We should provide students with a variety of writing tools and forms of portfolios, which not only includes paper and pencil copies, but should also include diverse technologies (Friedrich, 2019, p. 43).

References

Classkick (n.d). Retrieved from https://classkick.com/

Boscolo P., & Gelati, C. (2019). Motivating writers. In Graham, S., MacArther, C.A., & Hebert, M. (Eds.). Best practices in writing instruction (3^rd ed., pp. 211-239). New York, NY: The Guilford Press.

Friedrich, L. (2019). Setting up the writing classroom. In Graham, S., MacArther, C.A., & Hebert, M. (Eds.), Best practices in writing instruction (3^rd ed., pp. 211-239). New York, NY: The Guilford Press.

Graham, S., MacArther, C.A., & Hebert, M. (Eds.). (2019). Best practices in writing instruction (3rd ed.). New York, NY: The Guilford Press.