ClassDojo vs Kahoot! A Case Study Comparison of Digital Tools Used in K-12 Digital Learning
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Introduction
The rise of educational technology has reshaped how teachers, students, and parents communicate, learn, and participate in K–12 education. Two widely used platforms, ClassDojo and Kahoot! illustrate how digital tools can both enhance and complicate the educational experience. These platforms not only support classroom management and engagement but also require new digital literacies for safe and effective participation. Drawing on frameworks from Davis (2021) and Robinson and Robinson (2021), this blog post explores how these platforms shape communication, influence information consumption, and engage users in the digital classroom.
As digital tools become embedded in everyday classroom practice, understanding their broader social and ethical implications becomes increasingly important. Platforms like ClassDojo and Kahoot! extend learning beyond the physical classroom, connecting home and school through data-driven communication and gamified interaction. However, this connectivity also raises questions about data privacy, equity of access, and the shifting boundaries between play and assessment. By examining how these tools mediate relationships and shape student identity and participation, educators can better navigate the opportunities and challenges of teaching in an increasingly digital ecosystem.
Case Study 1
ClassDojo is a communication and classroom management platform designed to connect teachers, students, and parents. Teachers can share announcements, feedback, and digital portfolios, while students receive positive reinforcement for behaviors and achievements. Parents access updates and photos of classroom activities, fostering stronger school-home partnerships.
User Engagement
Students engage with ClassDojo by tracking their progress and receiving feedback in real time. Teachers use it to manage behavior, communicate with families, and share classroom news. Parents engage by viewing their child's progress and interacting with teachers directly through the app. This triangular communication model builds a sense of community and transparency.
Influence on Communication
ClassDojo transforms communication from periodic parent-teacher conferences into ongoing digital interactions. Teachers become mediators of real-time data, and parents shift from passive recipients of information to active participants in their child's learning journey. However, this immediacy can also blur professional boundaries and increase pressure on teachers to respond quickly and consistently.
Information Consumption
Information on ClassDojo is visual and immediate, points, icons, and photos dominate over long-form text. This format makes learning progress easy to track but can oversimplify complex educational feedback. As Davis (2021) suggests, educators must teach students and parents to critically interpret visual and digital texts, distinguishing between surface-level representations and deeper learning outcomes.
Privacy and Safety
Privacy is a key concern. The platform collects behavioral and communication data, raising questions about consent and data storage. Schools must ensure compliance with child privacy laws such as the Children's Online Privacy Protection Act (COPPA) and the Family Educational Rights and Privacy Act (FERPA), and teachers must guide parents and students in maintaining appropriate digital boundaries.
Required Literacies
To use ClassDojo effectively, teachers need digital communication literacy, understanding how to convey feedback responsibly and respectfully online. Students require data and emotional literacy to interpret behavior feedback constructively. Parents must develop critical media literacy, as Robinson and Robinson (2021) argue, to navigate digital information responsibly and engage meaningfully without over-monitoring or misinterpreting updates.
Case Study 2
Overview
Kahoot! is an interactive learning platform that uses quizzes and games to make learning fun and participatory. Teachers create or select “Kahoots”, multiple-choice quizzes displayed on shared screens, while students answer in real time using their own devices. The platform’s design transforms assessments into dynamic, competitive learning experiences.
User Engagement
Teachers use Kahoot! to introduce, review, or assess knowledge in an engaging way. Students participate individually or collaboratively, and the real-time feedback promotes excitement and motivation. While parents are less directly involved, they can use the platform at home to support learning or review class content.
Influence on Communication
Kahoot! promotes interactive communication within the classroom. Instead of teacher-centered instruction, learning becomes a shared, participatory dialogue. Students communicate through their responses and reactions, fostering collaboration and discussion. However, the competitive nature may also silence quieter students or create anxiety for those less confident.
Information Consumption
Kahoot! encourages rapid processing of information. Students must read and respond quickly, which enhances recall and engagement but can limit opportunities for critical analysis. As Davis (2021) highlights, educators should incorporate moments for reflection and discussion, helping students move beyond surface-level comprehension to deeper critical engagement with content.
Impact on Learning
The platform enhances motivation, participation, and retention, especially for visual and kinesthetic learners. However, the fast-paced nature can prioritize speed over understanding. When used strategically, Kahoot! can serve as an entry point for developing critical literacy, using questions and discussions to help students analyze information sources and content (Robinson & Robinson, 2021).
Privacy and Safety
While Kahoot! collects less personal data than social media platforms, educators must ensure that games are hosted in secure, private environments and that usernames protect student identities. Teachers must also manage online etiquette and ensure that competitiveness does not lead to exclusion or bullying.
Required Literacies Reflections
Students need digital participation literacy, the ability to use online platforms responsibly and collaboratively. Teachers require instructional design literacy to craft inclusive, meaningful Kahoot! sessions that balance fun with learning depth. Parents can foster supportive digital literacy, using the platform to encourage learning at home without adding performance pressure.
Reflections & Implications for K-12 Education
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Both ClassDojo and Kahoot! align with key educational goals: fostering communication, engagement, and active learning. Yet, they also highlight the necessity for critical digital literacy, the ability to interpret, question, and responsibly use online tools. As Davis (2021) emphasizes, educators must guide learners to recognize how digital media represent information and shape perception. Similarly, Robinson and Robinson (2021) underscore the importance of teaching students and families to engage critically with online platforms to promote deeper learning rather than passive consumption.
Educators play a central role in modeling ethical digital behavior and designing learning experiences that balance engagement with reflection. Parents, too, are essential partners, supporting children’s digital citizenship and helping them navigate online communication safely. When used thoughtfully, tools like ClassDojo and Kahoot! can strengthen the learning ecosystem, bridging classrooms and homes while nurturing empowered, critically literate digital citizens.
Ultimately, the integration of platforms like ClassDojo and Kahoot! into K–12 education invites a broader rethinking of what it means to learn, connect, and grow in a digital age. As technology continues to evolve, the goal is not simply to adopt new tools, but to cultivate mindful and purposeful use that enhances, not replaces, human connection and critical thought. By fostering collaboration among educators, students, and families, schools can ensure that educational technology remains a means to equitable, meaningful learning rather than an end in itself.
References
Davis, D. (2021). A new analytical framework for teaching propaganda in print and nonprint text. In T. L. Lynch (Ed.), Special issues, volume 1: Critical media literacy: Bringing lives to texts (pp. 132–143). National Council of Teachers of English.
Robinson, Z. Z., & Robinson, P. A. (2021). Using social media tools for promoting critical literacy skills in the classroom [Paper presentation]. American Association for Adult and Continuing Education 2020 Conference, American Association for Adult and Continuing Education.
Yola-
ReplyDeleteI am so glad that I found your blog post because I was thinking about utilizing Class Dojo in my own room- especially as a music teacher who sees so many students in a given day. I think that between the two platforms that you did your case study on, I feel that Class Dojo is the best one to use because of its ability to communicate to students and with their families. In terms of literacy, students need to understand the concept of Class Dojo so that they know what they are working for and what they are looking at, especially when using it in class. I also wanted to highlight your comment that our job is to not just say "We're going to use this now," but to teach students how to use different technologies and empower them to feel that they can utilize it and navigate the platform with confidence.
Hi!
ReplyDeleteI enjoyed your post about Kahoot! I also like to utilize Kahoot! Although, I have been using it less as some of my students have been growing bored of it. However, when we do play it always surprises me how some students become very competitive and loud. You brought this up in your post and explained that it can “silence quieter students or create anxiety for those less confident”. This is a good point. However, I do find that sometimes if the quieter students are doing well, they begin laughing or smiling when the loud students bring them up and say how they are “winning”. So, I do like to use Kahoot! In my classroom, but not every time we are studying for a quiz. I also like to have my students play jeopardy to study and find that they can get competitive with this as well. All in all, I think students like game style technology due to the fast-paced nature and competitiveness it brings about.