One major thing that Padlet enables learners to do is to comment and post anonymously - something that could act as a great confidence builder for those who are less forthcoming in class. In my own lesson on using modal verbs in the future tense (click here to view), I have decided to use Padlet to encourage and enable peer feedback, not just in the brainstorming section, but also for grammar correction; again, something learners won't always feel comfortable doing in class.
In the 2015 article on Blended Technology in ELT, Kaya observes another benefit of Padlet (and other web-based resources), that it can be accessed anywhere, at anytime, offering the opportunity to collaborate with peers outside of the classroom, and therefore giving students the autonomy to take control of their own learning. Kaya also notes that Padlet allows learners to set the pace of their learning, and become active rather than passive in the process. In a study into the usefulness of Padlet in the classroom, Nyawanza (2017) found that student participation and engagement in the classroom increased while using Padlet. It was however noted that those who did not enjoy using Padlet found it to be distracting, and the study aptly points out that such technologies should be used as "a tool, and not an approach to learning" (Nyawanza, 2017).
One brief tip: Internet Explorer and Padlet don't seem to like each other, so I'd advise using an alternative web browser such as Google Chrome.
Let me know about your experiences of Padlet in the comments below.
References:
Kaya, H., (2015). Blending Technology With Constructivism: Implications for an Elt Classroom. Teaching English with Technology, 15(1), pp.3–13.
Nyawanza, M., (2017). The use of mobile technology in lectures : Using an Audience Response System (Padlet) to enhance the student learning experience. Worcester Journal of Learning and Teaching, 11.