In this article, the authors describe, reflect, and analyze the implementation of a commonly used teaching strategy with a technological twist: exit tickets via Twitter. Longitudinal data collected over the course of three years demonstrated that using Twitter to reinvent a nondigital teaching practice ultimately demonstrated a better understanding of student learning, provided a model for effective teaching, and offered more opportunities to hear student voices. Likewise, analyses showed the most important benefit of the strategy was an immediacy to classroom interactions. Examples of these interactions and the value in the immediacy, which allowed the instructor to capitalize on teachable moments and cocreate curriculum with students, are highlighted.