Standards

= How Do Digital Comics Support NETS Standards for Students? = "Reading and making comics encourages students to become more skilled at critically consuming and creating texts that examine complex concepts" (Berkowitz & Packer, 2001).



For a thorough listing of NETS for students and extended resources, please visit [|this page from the ISTE.org web site].

Connection of NETS-S to Comic Creation __**Standard 1. Creativity and** **Innovation**:__ //Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.// a. //Apply existing knowledge to generate new ideas, products, or processes// b. //Create original works as a means of personal or group expression// c. //Use models and simulations to explore complex systems and issues// d. //Identify trends and forecast possibilities//
 * - Prior knowledge is used in the creation of the comic strip to represent understanding of the content and can be used as an extension of existing knowledge into a creative output for assessment or as a prediction, which then can represent new ideas of what is known.**
 * - Whether working individually or within a group, using comics can show creativity by a student in showcasing original work as proof of knowledge learned throughout the lesson.**
 * - When using comics as a "What If" scenario, students are asked to predict the outcome of a situation based on learned knowledge. For example, using a comic strip to predict the outcome of Romeo & Juliet (before the end of the play is read) or predicting the outcome of the Cuban Missile Crisis before it happens or the impact it would have on Soviet relations.**
 * - Using a predictability lesson to analyze possible future outcomes would be an excellent option of forecasting possibilities.**

__**Standard 2. Communication and Collaboration:**__ //Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.// a. //Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media// b. //Communicate information and ideas effectively to multiple audiences using a variety of media and formats// d. //Contribute to project teams to produce original works or solve problems//
 * - Whether working together in a group or working individually, collaboration and interaction can take place especially if peer review is utilized with comic strips. After creation, students can share their comic in student pairs or groups for positive criticism in order for each student to gain information on how to improve their comic.**
 * - Using comics and allowing students to choose which comic media outlet to use (from the different examples we have presented with this wiki) will give students a variety of formats and media outlets to use to express their creativity and ideas to the rest of the class.**
 * - Students work in groups to collaboratively produce an original comic strip. Each student can be assigned a role in order to contribute, such as: designer, media illustrator, writer, editor, or image creator.**

a. //Plan strategies to guide inquiry// c. //Evaluate and select information sources and digital tools based on the appropriateness to specific tasks//
 * __Standard 3. Research and Information Fluency:__** //Students apply digital tools to gather, evaluate, and use information.//
 * - Teachers can develop a series of guiding questions to aide in the creation of students' comic strip. These questions can assure that students are on pace with higher order thinking objectives.**
 * - Students could be given the option of choosing which comic creator is appropriate for the direction of their comic. Some comic creators are designed for specific tasks and therefore what one creator might lack in one area, it might make up for it in another. This allows students to choose the best venue to represent their creativity.**

a. //Identify and define authentic problems and significant questions for investigation// b. //Plan and manage activities to develop a solution or complete a project// d. //Use multiple processes and diverse perspectives to explore alternative solutions//
 * __Standard 4. Critical Thinking, Problem Solving, and Decision Making:__** //Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.//
 * - This can take place with a "What If" approach to a comic lesson, where students are given a problem to work out using comics as their presentation of the answers.**
 * - When working in groups with a comic creator, each student should be assigned a role to accomplish. This allows for greater organization and management of the overall development of the comic.**
 * - While working within a group, students are to develop a common goal for their comic but also analyze each other's perspective on the approach to the comic, which allows them to look at alternative methods to complete their objective.**

a. //Advocate and practice safe, legal, and responsible use of information and technology// b. //Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity// c. //Demonstrate personal responsibility for lifelong learning// d. //Exhibit leadership for digital citizenship//
 * __Standard 5. Digital Citizenship:__** //Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.//
 * - By utilizing the suggested outlets of comic creators and adhering to the expectations set forth by the school district's appropriate use of technology, students will progress towards becoming responsible digital citizens.**
 * - Not only are students expected to display positive attitudes throughout the collaboration of their own comic creation, but they are expected to display positive attitudes towards peers during their peer reviews of other student creations, offering advice of further technical support to better peers' comic creations.**
 * - By working together, students are not only displaying organizational and management skills that will be required of them throughout their lives, but they are also showing responsibility for the completion of the project.**
 * - When working in groups, it is the expectation that every member will exhibit some leadership quality towards the completion of the comic, but it is also understood that some students will take a greater role of leadership for the group.**

__**Standard 6. Technology Operations and Concepts:**__ //Students demonstrate a sound understanding of technology concepts, systems, and operations.// a. //Understand and use technology systems// b. //Select and use applications effectively and productively// c. //Troubleshoot systems and applications// d. //Transfer current knowledge to learning of new technologies//
 * - Students will be introduced to several different comics creators and expected to master a comic creation media outlet in order to complete the objective.**
 * - Students are expected to select the best comic creator that suites their needs for the objective.**
 * - There is an understanding that problems with using any comic creator will arise. There is an expectation that students will try to work out the problems themselves before asking for help; thereby becoming expects on their own comic creator and possibly helping other students who may discover themselves having identical or similar problems.**
 * - This is evident with the completion of their comic through a new digital tool learned to achieve their objective.**

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