Kahoot is a free, web-based evaluation- and quiz tool. It lets you use quizzes in the classroom, and helps activate and engage students in discussions. Kahoot is suitable primarily for use within a monological form of teaching.
In the monologic form of teaching, Kahoot can, in the same manner as Socrative, be used by the teacher to evaluate students' understanding of the key concepts. For example, the teacher may draw up a series of test questions which the students must answer individually using their computer or smartphone, after which the teacher can see which students have responded correctly to the questions. As part of a formative evaluation, this use gives good opportunity to assess the teaching, so that all students reach the learning objectives.
Kahoot can also be used as a springboard for classroom discussions. The teacher can ask a question to the class, and provide students with a range of response options in Kahoot. The replies can then be displayed on the board, and form the offset for a discussion on a topic. The written starting point for the discussion provides a greater number of students to express their opinions, than what is the case in a normal show of hands.
Kahoot and Socrative have some similarities. One of the limitations of Kahoot seems to be, that the teacher does not have her own 'room'. Every activity you initiate gets a unique number, that students have to enter on their own device. On the other hand it is easy to share activities with others, and there are lots of inspiration from others in Kahoot, which is not the case in Socrative. Another possible weakness of Kahoot is, that question will not be shown on student devices – it only appears on the teacher's screen, which makes you dependent on a projector or similar.
If you want to try Kahoot and need help getting started with using Kahoot in teaching, you can read this introduction to Kahoot or read more in the FAQ of Kahoot.
Mural.ly is a free, visual collaboration- and communication tool. The tool allows for multiple simultaneous users to communicate and collaborate on an online visual board. The tool is primarily suited for use within the polyphonic form of teaching.
Within the polyphonic form of teaching Mural.ly can be used as a collaboration platform for groups of students or for an entire class. One of the major advantages of Mural.ly over other online collaboration platforms, is the great emphasis placed on the visual elements. It is possible to upload photos, to insert images directly from Google Image Search, to insert videos from YouTube and to insert various shapes, figures and Post-It notes on the board.
It is also possible to connect ones Google Drive to Mural.ly, after which one can insert documents on the board. It is then possible to edit documents directly within the tool. By using the ' spaces ' in Mural.ly, one can divide the board into smaller fields, to make it easier to grasp the common work.
It is possible to collaborate in real time. Collaboration is supported, among others, by the ability to add comments to the various elements placed on the board, and by the opportunity to chat with other users of the board. It is possible to mention other users in the comments and chat, after which they will receive a notification.
Mural.ly is easy to use, and you can create a profile using a Facebook, Twitter or Google account. It is also possible to set up an account with an email address. If you need help getting started, you can watch an introductory video on the front of Mural.ly.
Scoop.it is a so-called curation tool. To curate means to 'select and sort'. With Scoop.it, you can easily curate articles and websites for students on specific topics, and you can let students comment on the articles. Scoop.it is suitable primarily for use within the monological and the dialogical form of teaching.
Within the monologic form of teaching, Scoop.it can be used to distribute articles on different subjects to students. You can create multiple boards (topics), so you can create one for each subject. Scoop.it allows you to enter keywords, and you will be able to find suggestions for news articles, which may be relevant. You can also follow other users of Scoop.it, such as colleagues, and're-scoope ' the articles they have shared. Articles can also be saved to a board with Scoop.its 'bookmarklet', which functions as a button in the favorite line of the browser. If you come across a relevant article online, one can easily ' scoope ' it to its board by using bookmarklet'en.
Within the dialogical form of teaching Scoop.it can be used as the students' problem-solving platform. When the teacher adds an article to her board, she can add a comment to it. It could for instance be in the form of questions related to the article. Students can then add their answers to the questions in the comments to the article, and they can comment on each other's answers to the questions.
There is already a lot of Scoop.it boards, it may be interesting to follow. You can take a look here, and you can also find eDidaktik on Scoop.it.
Scoop.it is free to use if you do not have more than 5 boards, and requires only, that you create a profile at the top of the page. You can log in with a Facebook, Twitter or LinkedIn account, and it is also possible to create an account with an e-mail adress.
If you need help getting started with Scoop.it, there is help and instructions available here.
Tricider is a web-based tool to generate and evaluate ideas and to support class discussions. It allows students to discuss various topics online, and it gives them (and the teacher) the opportunity to evaluate each argument in the discussion. The tool is suitable for use within a dialogical and a polyphonic form of teaching.
In the dialogical form of teaching Tricider can be used to support students' discussions of various topics. Students' ability to argue in writing, and their ability to discuss each argument in the discussion, may help to support, that more will be heard in the discussion, while the arguments remain afterwards and can be deepened orally subsequent. It is possible to let students post their arguments in preparation for class, and one may shut down the ability to contribute to the discussion at a specific time.
In the polyphonic form of teaching Tricider can serve as a tool for students' generation- and rating of ideas. The teacher can ask students to each present 2 to 3 ideas in the tool, and then ask students to argue for and against their own and other students' ideas. The tool may be used in this way when starting a project work in groups.
Tricider is free to use, and it doesn't require a login. You can share space with other discussion by using the ' Share and Invite ' button, and subscribe to the discussion-room, so that you receive an email when a new argument is posted.
You can see a video about the features of Tricider here.