Abstract
This study determined the usefulness of digital comic creation with 77 graduate students in a teacher technology course. Students completed an assigned reading and created digital comics that addressed technology integration concerns in the schools and society. Using practical action research, 77 student-created comics were analyzed. The findings suggested that digital comic creation had unique characteristics for critical reflection of text, since comic genres encourage multiple meanings, juxtaposing ideas, humor, and counterintuitive punch lines. Due to their inherent nature, comics supplied a safe medium for writing stories regarding uncomfortable concepts, potentially providing a useful way to support teacher professional growth.
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There were neither grants nor financial interests involved in this study. There was no conflict of interest in this study.
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As per protocol, a research application for this study was reviewed and approved by East Stroudsburg University’s Institutional Review Board before beginning research. Authors completed NIH human participant training and earned the NIH training certificate that must be completed every 2 years. The study was based on a practical action research paradigm so it was that class artifacts were studied. Analysis was completed at the first and second author’s place of employment. However, all analysis was completed a year or more after the students had completed the course, and the purpose is to improve understanding of pedagogy. Therefore the method aligned with the purpose.
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The graduate students used Bitstrips® to create the comics. Since the images are used for critique-commentary, not entertainment, use of the comics complies with Copyright law.
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Sockman, B.R., Sutton, R. & Herrmann, M. Comic Relief: Graduate Students Address Multiple Meanings for Technology Integration with Digital Comic Creation. TechTrends 60, 475–485 (2016). https://doi.org/10.1007/s11528-016-0083-y
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DOI: https://doi.org/10.1007/s11528-016-0083-y