|Price||Free 7-day trial & paid plans|
|Ease of Use||★★★★✩|
|ISTE*S||Knowledge Constructor & Creative Communicator|
The pricing for teachers is $24.99 monthly or $99 annually. Discounts are available if a plan is purchased for 11 teachers or more. There’s also the $9.99 plan but that doesn’t include full access, or you can buy individual packs for $14.99 each without the Monthly Pack. Get a pricing quote here.
Pixton is accessible through any web browser and can be accessed on phones, tablets, and computers. Pixton offers a free app for smartphone or tablet use. The website does not specify if there is a preferred browser to use.
Ease of Use
Pixton is very easy to use. It is relatively intuitive when constructing comics because all of the icons have images indicating what they do. For example, the icon with a face can be clicked to add a character. Similarly, click the icon with a picture on it to add a background image. The Pixton website has a tutorial that runs the first time you access the program. You can also access the tutorial through the help center by clicking on the question mark icon at the bottom. In the help center, you will also find videos on how to do various things on the website and an FAQ section. You can also directly contact the owners of the help center.
For teachers, there are a ton of resources. You can create your assignments or borrow from pre-existing ones. There are a variety of layouts to suit your instructional needs including timelines, mind maps, and storyboards. Pixton also allows for a lot of creativity. You can upload your images for the background, you also have direct access to creative commons images.
Accessibility, Equity, Power & Bias
In terms of accessibility, it is unclear whether this website is navigable by keyboard or accessible by screen readers. I contacted the owners to inquire about accessibility, but I did not receive a response. The great thing about this tool is that it makes learning more accessible to students with hearing impairments because the text is right there on the page!
I was very impressed with Pixton’s equity. They have a wide variety of characters, both male and female, in various roles that do not adhere to stigmatizing stereotypes. Additionally, you can change the skin color of every character rather than having to go looking for a businessman with darker skin, you can just choose the type of character and customize the skin color. The backgrounds are quite varied, but you are also able to upload your background to better reflect the setting if you see fit. This website is significantly more equitable than other comic creator sites like Witty Comics.
You can type in any language that uses the 26 letters on the qwerty keyboard, it is not clear if one can type other languages that use other letters or characters.
Pixton Intro Video (by Pixton)
Pixton & the SAMR Model
Here is an example of how Pixton might fit within the SAMR model:
- Substitution: Students can make comic strips digitally rather than by hand.
- Augmentation: Students can easily and quickly revise comic strips based on feedback.
- Modification: Students select diverse characters and media to create unique comics with ease. Students can customize backgrounds with their own images and change the color of skin, hair, and eyes of their characters.
- Redefinition: Students can easily share their comics with others via social media. Additionally, the digital aspect of this tool makes it easier for less artistically inclined students to be encouraged and inspired.
Have students create a comic strip outlining how to carry out certain mathematical processes, like long division, fractions, or order of operations. By adding in their own backgrounds they can include a visual and textual explanation.
Have students summarize a scientific discovery or the evolution of a scientific concept in comic form. Or, have students construct a comic that illustrates a scientific process like photosynthesis.
Have students summarize a scene, book, or character by constructing a comic strip. They could also construct a timeline for these developments.
Comics strips can encourage creative expression and Pixton is a way to motivate students who are self-conscious about their drawing skills to still be creative and expressive.
Students can break historical events down into digestible and relatable stories through the creation of a timeline. Have them tell the story of the Boston Tea Party or Genghis Khan in a fun and creative new way. Or, have them create their political cartoons to discuss current events.
- How to Teach with Comics (resource by Pixton)
- Pixton- Comic Making Website for Creative Students
How to Use Pixton
- Go to https://www.pixton.com
- Scroll to the bottom and click on “I am an educator”
- Click “Try Pixton Now”
- Input your personal information and click “get started”
- Start exploring and creating!
How to: Create a Pixton Comic (by Pixton Comics)
Meyers, E. A. (2014). Theory, technology, and creative practice: Using pixton comics to teach communication theory. Communication Teacher, 28(1), 32-38.
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The Impact of Using” Pixton” for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context. Teaching English with Technology, 18(1), 53-76.
Other Related Articles
Azman, F. N., Zaibon, S. B., & Shiratuddin, N. (2015, November). Digital Storytelling Tool for Education: An Analysis of Comic Authoring Environments. In International Visual Informatics Conference (pp. 347-355). Springer International Publishing.
Maldonado, N., & Yuan, T. (2011). Technology in the classroom: from Ponyo to “My Garfield Story”: using digital comics as an alternative pathway to literary composition. Childhood Education, 87(4), 297-301.
Rogers, M. F., & Myles, B. S. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with Asperger syndrome. Intervention in School and Clinic, 36(5), 310.
Tatalovic, M. (2009). Science comics as tools for science education and communication: a brief, exploratory study. Jcom, 8(4), A02.
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