Digital pen-and-paper technology, although marketed commercially as a bridge between old and new notetaking capabilities, synchronizes the collection of both written and audio data. This manuscript describes how this technology was used to improve data collection in research regarding students’ learning, specifically their understanding of enzyme-substrate interactions as depicted in textbook representations. Students were provided this technology during individual interviews and were permitted to annotate multiple representations of enzymes and substrates, as well as to generate their own representations. The ability to digitally revisit the sequential student drawings was valuable in analysis of the research findings. Innovative and novel uses for this technology are discussed for both discipline-based education research and classroom practice.
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