Students need a direct path into the task.
Remote classes bog down when you have to explain where to click instead of simply posting the activity and starting.
Know what students are actually doing online.
Innovation was shaped by real remote teaching during the school year. It helps teachers run strong live sessions, launch the right task fast, monitor students live, review proctor records later, and run assessments they can trust, all while plugging into the LMS they already use.
What remote teachers need most
Run live sessions with a real host screen. Guide the activity, control the pace, and watch participation as class unfolds.
Students join through their own accounts, not a throwaway code. That keeps the record tied to the actual student across tasks and classes.
See who is working, who is stuck, and who left the page. Visibility matters more when the whole class lives behind screens.
Remote teaching creates a different kind of classroom pressure.
Every class depends on links, screens, and digital handoffs. If it takes too long to get students into the activity, you lose time. If you cannot see what they are doing while they work, you lose visibility. If you cannot trust the assessment, you lose confidence in the result.
Distance makes student work harder to read in the moment.
Remote teachers need to know who is working, who is stuck, who left the page, and what kind of help is needed right now.
You need better evidence than a final answer alone.
Remote assessment gets stronger when the task, the monitor, and the proctor record all help show what students actually did.
Live sessions are one of the biggest remote-teaching advantages.
Innovation supports teacher-hosted live activities across multiple apps, including slide-based sessions, grammar, writing, test-style play, LinguaLab drills, and Ventura team play. These are not passive links. They are teacher-run sessions with pacing, participation, and live visibility.
What the teacher gets
- A host screen for running the session in real time.
- Control over the pace, the prompt, the round, or the turn.
- Live response summaries and participation visibility.
- Different interaction models for different kinds of teaching, not one generic game shell.
Why this works better than code-based join systems
- Students use their own Innovation credentials instead of joining anonymously with a temporary code.
- The teacher can preserve and analyze participation across tasks instead of treating each session as disposable.
- Live sessions connect more naturally to grading, monitoring, and follow-up later.
- The result feels more like an actual class environment and less like a disconnected game lobby.
What remote teachers need to do every day.
This page is not really about features. It is about the jobs remote teachers need to get done during class, after class, and across a whole school year.
Run interactive live sessions
Use teacher-hosted live activities for grammar, writing, drill practice, slide-based work, Ventura team play, and test-style sessions that feel more classroom-driven than Kahoot-style code games.
Keep participation tied to real students
Students log in with their own credentials. That means the teacher can track participation, responses, and follow-up across many different task types instead of losing the record after one session.
Launch the live task fast
When class starts, you can generate a direct task link and drop it into Zoom, Teams, or Google Meet chat so students get into the right activity right away.
Post homework and lesson links cleanly
Modules can generate link lists for lessons and homework, including direct task links and separate scorecard links so students can come back later to review feedback.
See what students are doing while they work
Monitors help you watch progress live, review responses, check whether students are in study or testing mode, and in many cases message individual students while class is still in motion.
Review the record after class
Remote teaching improves when you are not limited to a final submission. You can come back later and review activity, progress, submissions, and proctor details in context.
Carry one library across different schools
If you teach for more than one school or remote-learning organization, you can keep your own library of materials and plug it into the platform you need to use.
Reuse what works across repeated sections
Remote teachers often teach the same lesson more than once. Innovation lets you refine tasks, links, rubrics, and workflows and use them again instead of rebuilding them from scratch.
Monitoring and proctoring are not the same thing.
Monitoring helps you during class. Proctoring helps you understand what happened during and after the task. Remote teachers need both.
During class
- See who has started and who has not.
- Track progress while the assignment is still live.
- Spot students who are stuck, drifting, or inactive.
- Check responses and activity without waiting until the end.
After class
- Review how long students spent on the task.
- See when and how often they left the page.
- Review full-screen exits, tab leaves, browser blur events, and related proctor records where security is enabled.
- Use that record to support grading, follow-up, and decisions about trust.
Run assessments you can trust.
Authentic assessment asks students to actually do the skill: write, speak, listen, respond, and think in the moment. Stronger assessment is also more valid and more reliable. It measures the skill you care about under clearer conditions, uses consistent timing and access rules, and leaves the teacher a record to review later.
Timed tests with controlled entry
Timed test environments can control admissions, support readmission when needed, and preserve a proctor record if students leave the tab, leave full screen, or disappear from the browser window. When a human proctor is also present, these conditions become especially strong for trustworthy testing.
Timed writing that shows real writing
Writing tasks are stronger when students have to produce the writing inside the task itself, under time, instead of polishing it elsewhere. Timers, secure-session controls, and proctor records help the teacher judge both the writing and the conditions in which it was produced.
Speaking tasks that start before students can script
In timed speaking tasks, the prompt can stay hidden until secure recording begins. That matters. Students have to think and speak in the moment instead of using extra time to script, search, or rehearse beyond the limits of the task.
Conversation tasks that demand a real response
Recorded conversation tasks can use short response-start windows, limited replays, and clear recording limits. When the response has to begin quickly, there is far less time to look something up or over-prepare an answer.
Some assessment environments lean harder on control. Others lean harder on authentic performance. The strongest ones do both, and all of them become more useful when the teacher can review timing, access, and proctor records instead of seeing only a final score.
Support accommodations without breaking the workflow.
Remote teachers still need to handle real student needs, including timed accommodations and cases where mechanics should not become the main barrier.
Extended time
Assessments such as Testapp and Writ can apply additional time so students with accommodations are not forced into a one-size-fits-all clock.
AI Copywriter in Writ
For severe cases where spelling and grammar should not decide the outcome, Writ can license AI Copywriter support so the task remains usable for the student and meaningful for the teacher.
Same workflow, different needs
Accommodations do not have to force you into a separate teaching system. Teachers can keep the same core workflow while applying the support certain students need.
Score, standardize, audit, and export without losing the thread.
Remote teachers often do not use one platform as the final gradebook. They still need strong tools for scoring, review, transfer, and analysis before grades move somewhere else.
Gradebook built for transfer work
The gradebook works well for teachers who still have to move grades into another school system. It supports filtering, searching, export, and audit rather than assuming it is the only gradebook that matters.
Find what needs attention fast
Filter by module, task type, and scored status, and use audit views when you need to trace what happened with a student, a task, or a launch path.
Standardize when you need to
Scoring tools support z-score-based adjustment, growth-style comparison, and improvement-oriented review when you need a more analytical view of student performance.
Download the work
You can download scores, export CSV files, and in key apps download full submissions for outside analysis, record keeping, or department review.
Score with more context
Submissions, score views, and proctor records work better together than isolated grading screens. That matters when you are trying to judge what a student really did at a distance.
Keep feedback connected to the task
Task links and scorecard links help students get back to the work and its feedback later instead of losing that loop after class ends.
Keep your own library
Remote teachers often work across multiple schools, sections, or partner organizations. Innovation lets you curate your own materials, task structures, and rubrics instead of rebuilding your teaching identity inside each separate platform.
Share what works
Teachers in the same organization can already export and import many Innovation tasks. That means colleagues can reuse work instead of each person rebuilding the same assignment alone.
Built in response to real remote teaching.
Much of this platform has been shaped by active remote teaching through the school year: launching live tasks, watching students work, reviewing proctor records, handling accommodations, moving grades elsewhere, and building reusable materials that travel from one teaching context to another.