Abstract: Student response systems (SRSs) have been shown to improve classroom performance and engagement. However, even in best-case usage, their design only serves to compensate for classroom limitations, such as facilitating processes like logging attendance in large lectures or documenting assessment responses. Even thoughtful lesson design based on SRS features limits a system’s effectiveness as an active learning tool, placing focus on punctuating lectures with check-ins instead of empowering learners to drive their own learning and discussion. As an alternative, learning technology tools can be designed and used to support pedagogical potential instead of hindering it. By looking at an active learning–focused SRS, Teachably, this paper will show how an activity like “muddiest point” is limited by current SRS technology and how better tool and lesson designs can enhance pedagogy, not constrain it.