Classkick allows you to give your students written feedback on work you assign on iPads. Crucially, that student work can be handwritten, which is (potentially) more valuable for feedback than multiple choice work. I thought it looked promising and I wrote about some of its promise last September.
Ruth Eichholtz didn’t find it as useful in class (where it’s hard to focus on a dashboard) as she did out of class, when she took a personal day:
I had my iPad at home and had iPads brought to the students at the beginning of the lesson. They were monitored at the start by a substitute teacher, who made sure they were present and that they received my email instructions. And then they joined my lesson on Classkick and worked, for 75 minutes, with me. As the students worked through each review problem, I could see their progress. I could make comments on their solution methods, correct their mistakes, and praise their successes. A few times, I tried to tell them they could use pencil & paper and just resort to Classkick when they needed help, but every single one chose to work on the iPad for the entire lesson!
I’m intrigued, however, by this vision of math education that has one expert human analyzing and responding to the handwritten mathematical thinking of many more students than could fit in the same room at the same time. Let’s push ahead a little farther on that path.
The first thing I thought about after seeing the tutorial was that I could start a mini Saturday school lesson for those students that need or want the help. Also, some of my students have a lot of after school activities, I have meetings and trainings, so I could see setting a time where we could review some work.