76 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010

Enhancing Teaching and

Learning with Digital Storytelling
Shuyan Wang, The University of Southern Mississippi, USA
Hong Zhan, Embry-Riddle Aeronautical University, USA

ABSTRACT
7KLVDUWLFOHLQWHQGVWRKHOSHGXFDWRUVLQWHUHVWHGLQWHFKQRORJ\LQWHJUDWLRQLQWKHFODVVURRPDFTXLUHD¿UP
theoretical foundation, pedagogical applications, and step-by-step technical procedures for infusing digital
storytelling into the curriculum. Through illustrations of digital storytelling projects completed in the authors’
XQGHUJUDGXDWHDQGJUDGXDWHFODVVHVWKLVDUWLFOHGLVFXVVHVWKHEHQH¿WVDORQJZLWKWKHFKDOOHQJHVIRUXVLQJGLJLWDO
VWRU\WHOOLQJDVDPHDQVRIHQJDJLQJVWXGHQWVLQUHÀHFWLYHDFWLYHDQGSHUVRQDOO\PHDQLQJIXOOHDUQLQJ

Keywords: Digital Storytelling, Educational Technology Integration, Foreign Language Instruction,

Teaching and Learning, Teacher Education

1. INTRODUCTION theoretical foundations, and the research find-

ings of digital storytelling in education, and is
Since the early days of civilization, storytell- followed by procedures of digital story pro-
ing has been important for the distribution of duction as well as tools selection. This article
knowledge and preservation of heritage from also shares the experiences of implementing
generation to generation in world cultures. From digital storytelling in the authors’ graduate and
the Egyptian age to the 21st century, storytell- undergraduate curricula. Challenges in using
ing has changed from oral fables and tales to storytelling as a new pedagogical tool are ad-
XWLOL]LQJGLJLWDOLPDJHVWRGLVSOD\HYHQWVSORWV dressed with suggestions of balancing technical
in multimedia ways. Regardless of the story- and pedagogical preparation in order to optimize
telling format, a common element identified this innovative tool in education.
in the storytelling is its educational nature—to
distribute knowledge and share understanding
among people across different cultures. 2. TRADITIONAL FORMATS OF
This article begins with a review of the STORYTELLING IN EDUCATION
traditional formats of storytelling in educa-
tion, continues to introduce digital storytelling Prior to the advent of the writing systems,
including its definition, educational advantages, storytelling was the only tool available by
which individuals within their communities
could pass down their beliefs, traditions, and
'2,MLFWH

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 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010 77

historical culture to future generations. After both tellers and listeners of the stories in con-
the invention of the printing press in 1450, necting the story with their own experiences.
storytelling became even more important to Each of the five stages (i.e., story finding, story
society because printed stories became more telling, story expanding, story processing, and
available and accessible to many people who story reconstructing) engages students by en-
could learn from the historical stories and pass couraging them to reflect on learning processes
down their knowledge and heritage to future and experiences of their lives. Through these
generations (Abrahamson, 1998). five stages, students can improve their learning
As the oldest form of education, storytell- because storytelling, as a pedagogical tool in
ing contributes uniquely to children’s language higher education, seriously takes the needs of
and literacy development in speech and written students to make sense of experiences and seek
composition, as well as language development meaning from their lives (Wells, 1986, cited in
in both reading and listening (Trawick-Smith, McDrury & Alterio, 2003).
2003). Therefore, as an instructional strategy
and learning tool, storytelling was initially
implemented mainly in early childhood educa- 3. DIGITAL STORYTELLING AS
tion. By creating and narrating personal stories A NEW PEDAGOGICAL TOOL
or fables, young learners can acquire content
Although storytelling as an instructional tool
knowledge and develop language skills in
is not new in education, digital storytelling
the process of plotting, writing, revising, and
has become a new pedagogical endeavor
narrating their stories. Abrahamson (1998)
that emerged from the proliferation of digital
observed that, in addition to language and
technologies including digital cameras, photo
literacy development, literature also shows
editing software, authoring tools, and Web
that storytelling, as an instructional strategy
2.0 technologies such as Flickr and Myspace
or a learning tool, has been applicable to other
0HDGRZ$OH[DQGHU /HYLQH
disciplines such as communication, social stud-
As with practical applications of the traditional
ies, and even math.
forms of storytelling, digital storytelling as an
Nowadays, the power of storytelling has
instructional medium has also been used by
been widely recognized as an effective, mean-
educators in many ways across the curriculum,
ingful, enjoyable, and creative way to enhance
not only in arts and humanities, but also in math-
teaching and learning. Storytelling is found in
ematics and science. The across-curriculum
all types of teaching, thus storytelling is viewed
application of digital storytelling is because
as the foundation of the teaching profession
that this medium facilitates the convergence
(Abrahamson, 1998). By telling stories of
of four student-centered learning strategies: (1)
what happens in the world, teachers expose
student engagement, (2) reflection for deeper
learners to the existing world of knowledge
learning, (3) project-based learning, and (4) the
where learners can learn, construct, and further
effective integration of technology into instruc-
develop their own knowledge by organizing
tion (Barrett, 2005). A comprehensive review
complex elements in a given context, and by
in this paper of studies related to educational
reflecting on their learning processes and life
uses of digital storytelling and an illustration of
experience.
the integration of digital storytelling into dif-
Storytelling is not only effective in early
ferent classes will help educators perceive the
child education, but also effective in all areas of
pedagogical potentials for this new medium and
higher education. When applying storytelling in
learn the best practices for engaging students
higher education, McDrury and Alterio (2003)
in reflective and active learning by producing
presented a five-stage model on Reflective
meaningful products.
Learning through Storytelling, which involves

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78 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010

4. WHAT IS DIGITAL for self-reflection and for investigating issues

STORYTELLING? of identity (Boase, 2008). Because of the poten-
tials of digital storytelling for reflective, active,
According to Porter (2005), digital storytelling emancipative, and enjoyable learning, digital
is the combination of the ancient art of oral storytelling has been applied in the classroom
storytelling with a palette of technical tools to as both a teaching tool and a learning tool in
weave personal stories using digital images, many innovative ways. Teachers can use digital
graphics, music, and sound mixed together stories to deliver instructional content, includ-
with the author’s own story voice. Different ing the presentation of an idea, illustration of
from traditionally linear narratives, digital sto- a procedure, reinforcement of understanding,
rytelling shapes its power by integrating digital and a review of materials. Students can create
technologies, thereby giving a deeper dimension a story to share their experiences, report their
and vivid color to characters, situations, experi- findings, reflect on their understandings, and
HQFHVDQGLQVLJKWVKWWSHOHFWURQLFSRUWIROLRV the like. Most specially, since Web 2.0 platform
RUJGLJLVWRU\ has been well-established and enriched with
As with the traditional storytelling, tell- various social learning software applications,
ing stories digitally also involves plotting a storytelling has emerged as a new genre in
personal narration about self, family, ideas, Web 2.0 applications in education (Alexander
achievements, disappointments, or learning & Levine, 2008).
experiences. However, by using any of the The increased interest in integrating
available multimedia tools, including graphics, digital storytelling into the curriculum can
audio, video, animation, and Web publishing, be seen in many theoretical and applied areas
digital stories may become short movies that within higher education (Abrahamson, 1998).
can be made on computers with basic hardware Two application forms of digital storytelling
and software by people relatively unfamiliar (including its innovative version of Web 2.0
with high technology so as to narrate personal storytelling) in higher education have been
stories enhanced with written or spoken text, identified: a composition platform and a cur-
still images, video, and background music. It ricular object (Alexander & Levine, 2008). As
is the digital technology that changes storytell- a composition platform, teachers and students
ing into a modern form. Digital storytelling write in different genres (that may be shared in
can be an instructional, persuasive, historical, blogs or other Web 2.0 tools) to share personal
and reflective action. Digital storytelling, in experiences, conduct research, present ideas,
this paper, refers to its educational application and distribute knowledge in an individual and
of using the movies created in the classroom, meaningful way. At an object platform, teachers
where students use still images or video clips and students “better communicate an important
accompanied by narratives or music to create subject” (Alexander & Levine, 2008, p. 52)
DPRYLHWRUHSRUWWKHLUXQGHUVWDQGLQJVDQGRU including arts, humanities, mathematics, and
findings on any subject area. science. In addition, due to the digital features
of the storytelling, the completed stories can be
easily archived and subsequently made available
5. WHY DIGITAL
STORYTELLING IN EDUCATION as future learning objects. These educational
practices are grounded in learning theories and
Educational use of digital storytelling has un- encouraged by research findings in illustrating
dergone a process from involving mainly self- the effectiveness of digital storytelling on in-
discovery to sharing knowledge with learning struction and students’ learning processes and
communities. The early use of digital storytell- end-products.
ing was to utilize a new set of digital media tools

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 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010 79

6. THEORIES SUPPORT narration as a theory of “symbolic actions—

EDUCATIONAL USE OF ZRUGVDQGRUGHHGV²WKDWKDYHVHTXHQFHDQG
DIGITAL STORYTELLING meaning for those who live, create, or interpret
them” (Fisher, 1984, p. 2). Because “man is in
Constructionism (Papert, 1993) and narrative his action and practice, as well as in his fictions,
paradigm (Fisher 1985, 1989) are the two essentially a story-telling animal” (MacIntyre,
fundamental theories supporting various and in- 1981, as cited in Fisher 1984, p. 1), narration
novative uses of digital storytelling in education. has relevance to his stories in the real world,
Theoretically, constructionism is developed in fictive contexts, in life, or in the imagina-
from Piaget’s doctrine that knowledge simply tion. The narrative paradigm assumes that all
cannot be “transmitted” or “conveyed ready forms of human communication can be seen
make” to another person. Papert interprets fundamentally as stories, as interpretations
constructionism in contrast with constructiv- of aspects of the world occurring in time and
ism and instructionism. Constructionism, in shaped by history, culture, and character (Fisher,
Papert’s words, is the “personal reconstruction 1985). The interpretations and explanations of
of constructivism” that emphasizes the role symbolic messages used in communication
of construction of knowledge in the “world” normally consist of creation, composition,
rather than purely in the “mind” (Papert, 1993, adaptation, presentation, and reception.
p. 142-143). Papert asserts that learning occurs Narrative stories are effective as edu-
“most felicitously” when learners are engaged cational tools because they are believable,
in constructing a meaningful and sharable rememberable, and entertaining (Neuhauser,
“public entity.” One distinguishing feature of 1993). Digital storytelling becomes an even
constructionism is “learning by making,” which more effective means of communication be-
is different from constructivist “learning by do- cause narration is enhanced by visual aids,
ing.” The notion of “learning by making” places still images, music, and the authors’ voice
special emphasis on the learning that takes place which expresses emotions. By digitally telling
when learners are engaged in building external stories of different genres, learners may learn
and sharable objects or artifacts (p. 3), such as from, about, and through stories, and learn by
creating and sharing their stories enhanced by reflecting on the experience of narrating and the
still images, voices, and background music. narrating of experience (Cortazzi & Jin, 2007).
Constructionism suggests that children Because various educational applications of
will be more involved in learning if they are digital storytelling are in compliance with how
doing or constructing something that can be human beings learn, researchers have found that
seen or used by others. Through two kinds of digital storytelling has played an effective role
constructions, the construction of knowledge in many aspects of education.
and the construction of personally meaningful
artifacts, learners can achieve the best learning.
%\HPSKDVL]LQJUHIOHFWLRQDQGVKDULQJOHDUQLQJ 7. STUDIES OF DIGITAL
in communities, the constructionist approach STORYTELLING IN EDUCATION
supports whole processes and end-products of
teaching and learning via the medium of digital Many studies have found that digital story-
storytelling (Solidoro, 2007). telling in various ways positively affects and
In addition to constructionism, the narra- supports students’ learning by encouraging
tive paradigm, a well-known theory in human them to organize and express their ideas and
communication, supports the use of digital knowledge in an individual and meaningful
storytelling in education, a lifelong learning way (Robin, 2005). Morehead, Li, and LaBeau
process which takes place mainly via com- (2007) used digital storytelling as an effective
munications. The narrative paradigm claims approach in teacher preparation programs for

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80 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010

developing personal narrative into a powerful subjects, but also helped build learning com-
and emotional tool for employability portfolio munities. Banaszewski (2002) asked his fourth
development. Schiro (2004) integrated digital and fifth graders to build a community through
storytelling into teaching students algorithms storytelling. He created a positive classroom
and problem-solving through several stages of environment by sharing the students’ stories
learning in order to help them develop math- about an important place within the classroom
ematical skills. Papadimitriou (2003) applied where students saw themselves as authors
digital storytelling to computer science and with a purpose and an audience. According
programming. More (2008) even used digital to Banaszewshi (2002), sharing a story about
stories to increase social skills for children with an important place involved many risks for
disabilities. Bull and Kajder (2004) included students. The teacher needed to take those
digital storytelling in the language arts class- same risks by sharing a place story of his own.
room and Royer and Patricia (2009) increased Banaszewshi shared with his students how he
students’ reading comprehension with digital saw the classroom as a place where he always
storytelling. felt at home and showed them pictures he had
Digital storytelling has gained its popularity drawn to help convey some of the feelings about
in foreign language classrooms where digital his place. He used the digital story he created
storytelling promotes target language develop- about his place in the classroom to help students
ment and formation of socio-cultural identities. practice the story-coaching model.
Skinner and Hagood (2008) conducted a case Many successful cases have found that
study to explore the intersection of socio-cul- digital storytelling is a promising instructional
tural identities, existing foundational literacy, strategy. Gils (2005) summarized the advantages
and new literacy practices in the form of digital of using digital storytelling in education into
storytelling of two English language learners: a five categories: (a) providing more variation
7-year old, America-born, male Mexican-Amer- WKDQ WUDGLWLRQDO PHWKRGV LQ FXUUHQW SUDFWLFH
ican kindergartener and a 16-year old, female E SHUVRQDOL]LQJ WKH OHDUQLQJ H[SHULHQFH
Chinese-American junior in high school. Data (c) making the explanation or the practice of
were collected from individual interviews with FHUWDLQ WRSLFV PRUH FRPSHOOLQJ G FUHDWLQJ
the two language learners and from an analysis real life situations in an easy and affordable
of their digital story artifacts—Spiderman by PHWKRG DQG H LPSURYLQJ WKH LQYROYHPHQW
the kindergartener and Third Culture Kid by the of students in the process of learning. These
high school junior. The interviews revealed the identified advantages further encourage more
two learners’ textual preferences and digital sto- educators to utilize digital storytelling in their
rytelling design processes. The study found that instructional practice.
digital storytelling is a promising instructional
strategy for scaffolding young English language
learners’ development in story comprehension, 8. HOW TO CREATE DIGITAL
decoding of print-based texts, reading fluency, STORYTELLING?
vocabulary acquisition, and writing processes
In general, the creation of digital storytelling
involving drafting, editing, and revising on
includes two steps: story composition and tech-
the computer. In addition, digital storytelling
nology integration. Digital story composition
allowed the two learners to use English to make
follows the same process as any type of compo-
sense of their lives as inclusive of intersecting
sition: analyzing the writing situation including
cultural identities and literacy, thus further pro-
considerations for audience analysis, purpose,
moting the development of empowering critical
DQGYRLFHDQGWRQHGUDIWLQJWRJHQHUDWHLGHDV
literacies for English language learners.
IRUWKHVWRU\GHYHORSLQJWKHVWRULHVWRFRQQHFW
Digital storytelling not only helped pro-
WKHSORWZLWKFRQWHQWDQGUHYLVLQJDQGHGLWLQJ
mote students’ learning interests in different

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is prohibited.
 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010 81

the stories. When the story is finalized, the story 9. TOOLS FOR CREATING
is digitized using carefully selected technology DIGITAL STORYTELLING
tools. Although digital storytelling differs for
different educational purposes, considerations Most digital storytelling programs are designed
of the seven elements to a digital story help with for users with little or no technical background
the overall creative process (Lambert, 2002). to make sure everybody should be able to create
According to Lambert, these elements include digital stories. In addition to the movie-editing
point of view, dramatic question, emotional applications, a user also needs a recording de-
contact, the gift of your own voice, the power vice and microphone, hardware and software
of sound tracks, economy, and pacing. to manipulate images and video, or devices to
Whenever creating a digital story, students take pictures and videos.
have to make a story plan before they start. A number of simple applications are avail-
They need to define the purpose of the story, able for free download from the Internet or
analyze the audience, and decide what tools come with the operation system. Avid Free DV
are to be used. Once the purpose is defined works with both Windows and Mac operating
and the audience is clear, they should plan a systems. It has basic video- and-audio-editing
storyboard and write an initial script, which capabilities. Microsoft Photo Story 3 is a free
needs to be revised according to the images downloading software program but it only works
collected. Then, they should collect images with Microsoft Windows XP Operating System.
and music. They can take pictures with a digital Users can use images and video clips to easily
camera, scan old images, or download images make a movie with Photo Story 3. Windows
from Internet. They can videotape an event Movie Maker is an efficient storytelling tool
and digitize it. All images and video clips as because it is user-friendly and functionally
well as music should be saved in one folder. effective. The software allows users to create,
Their story project will be saved in this folder HGLWDQGVKDUHPRYLHVZLWKVWLOOLPDJHVDQG
to make sure the project works properly before or video clips. Users can easily add special
the project is converted into a movie. Once all HIIHFWV WUDQVLWLRQV WLWOHVFUHGLWV EDFNJURXQG
materials are ready, students can start working music, and narration to their movies. The most
on their stories. After importing images, video important aspect of the software is the free
clips, and music into the software program download which is already included in recent
they chose, they can create the storyboard of versions of Microsoft Windows. Apple iMovie
the project. Then, students should add effects comes as a part of the Apple OS X Operating
to the slides, title to the story, give credits of systems. It works in a way similar to Windows
LPDJHVDQGPXVLFDQGRUFDSWLRQVIRUGLIIHU- Movie Maker and has many advanced features
ent parts if needed. Then, they can record and and add-ons. Unlike the free Windows Movie
save their narratives according to their scripts, Maker that can be downloaded if not include
which can be done to an individual slide or to in the XP Operating system, iMovie is only
the entire story. Students can always evaluate free when you purchase a new Mac system
and modify their stories in the movie project and cannot be downloaded from the Internet
mode (.MSWMM if Windows Movie Maker is for free. There are more complex video-editing
used). If they are satisfied with the story, they applications such as Ulead, Adobe Premiere Pro,
can convert it to a movie format (.WMV) so and others, which provide more flexibility for
that the movie can be viewed from a jump drive, advance users to create sophisticated stories.
CD, or a website. However, they can only revise The following table (Table 1) summarizes
their story in the project mode. Therefore, they the most important and popular tools for creat-
need to keep their projects in case something ing digital storytelling:
needs to be changed later.

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82 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010

Table 1. Tools for creating digital storytelling

Use Platform Cost (Approx)

Hardware
Digital camera Create still images :LQGRZV0DF $80-$500
Digital video camera Create video clips :LQGRZV0DF $100-$500
Flip Create video clips :LQGRZV0DF $90-$300
Record and create
Webcam digital images or video :LQGRZV0DF $40-$100
clips
Microphone Record narration :LQGRZV0DF $20-$150
Scanner Digitize photos :LQGRZV0DF $30-$350
Software
Avid Free DV Edit videos and audios :LQGRZV0DF Free
Movie Maker Windows Free
Photo Story 3 Create digital stories Windows Free
from still images and
Image Blender 3 YLGHRFOLSDGGDXGLRV $50
iMovie Mac Free
Adobe PhotoShop Modify images used in
:LQGRZV0DF $30-$60
Element digital stories
Free evaluation ver-
Audio editor, recorder,
Goldware Windows VLRQDYDLODEOH
and converter
for full version
Audio editor and
Audacity :LQGRZV0DF Free
recorder
Ulead Video editing Windows $60
Professional video edit-
Adobe Premiere Pro :LQGRZV0DF $299-799
ing software
Shareware
CD-ROM :LQGRZV0DF 20 cents
Share and publish
DVD :LQGRZV0DF 50 cents
stories
Website :LQGRZV0DF Free site available

In addition to the above programs which are 10. EXPERIENCES OF USING

specially used for creating videos, students can DIGITAL STORYTELLING
also use Microsoft PowerPoint to create their IN THE CLASSROOM
stories and save the file as PowerPoint Show
instead of PowerPoint Presentation. Then their The authors of this paper have been using
PowerPoint slides will be shown automatically digital storytelling over the past few years in
as a movie. This program is better for those four different types of classes with positive
teachers and students who do not have time to experiences.
learn a new application but are very familiar The first course, Computer Applications
with the MS PowerPoint program. in Education, was an undergraduate course

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 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010 83

designed to help future professional educa- according to a teaching scenario: to report the
tion students learn how to integrate computer students’ learning activities to their parents in
technologies into the classroom. The course a parent meeting. One project was to create a
supported the ISTE’s standards for training movie about the kids in class, an activity, or
future teachers to apply technology in the areas anything which they thought would help the
of student learning and student assessment. One parents understand what the students did in
of the assignments was to create a two-minute class. The purpose of this assignment was to
story with Windows Movie Maker. The purpose provide students with opportunities where they
of this assignment was to promote students’ could master technology skills and apply these
interests in using technology in curriculum technology skills to the real life practices.
development and strengthen their technology Some students created a story describing
skills. The story could be a self-intro, about fam- KRZKHVKHWDXJKWLQFODVVRUWKHDFWLYLWLHVKH
ily, or anything around a particular theme (e.g., she conducted to teach the subject content. For
nature, music, a historical event, or a book). The instance, a student took pictures of the activi-
story movie was required to have a title slide, ties conducted in his math class to demonstrate
an ending slide, and at least five pictures on a how he taught math. Another student told her
specific theme. Students narrated the movie ac- audience how she taught her language arts class.
cording to the pictures of the theme. They were After creating their stories, all students indicated
encouraged to add background music while they that this assignment was fun and beneficial.
were speaking. Most students took pictures with Most of them stated that they would “use this
a digital camera while some students scanned feature for parent nights and end-of-the-year
hard copy photos and then saved them to a USB parties throughout my career.” All in-service
jump drive. After finishing their movie projects, teachers wanted to teach their students Windows
students shared their completed stories with the Movie Maker program so that their students
class. Among the movies they created, most might use storytelling for class projects and
were stories about themselves, their family, presentations. Some students mentioned that
their friends, and activities they attended. They they would use this program to stream together
were very excited about the skills they learned many of their old vacation photos or family
in this project. Many students indicated that photos. As one student indicated in her reflec-
creating stories provided them with more op- tion, “I just cannot say enough how grateful I
portunities to communicate meaningfully with am for knowing that this program exists and
their friends and fellow students. Compared to how easy it is to use.”
other course-related projects required for this In-service teachers appreciated the oppor-
class, students showed the most interest in sto- tunity they had when collecting materials for
rytelling and were willing to revise the movie their stories. As one student described the experi-
until they felt satisfied with their stories. They ence in creating her story with her class,
said that they felt more interested in integrat-
ing technology into their future classroom with Including my students in that project brought us
such technology. to a different level in our relationship. When I
Another course was Computers in Educa- asked them to give me their permission to take
tion. This was a 3-credit hour online graduate pictures and include them in my own class
course. This course not only provided students project, they understood that I knew where they
with theories of teaching and learning with tech- were coming from when pressured with school
nology, but also created a technology-enhanced work. Most of them were “camera hogs” and
learning environment where they experienced delighted in being photographed and videoed.
how these technologies could help them learn. They also could not wait to see the end result.
In addition to reading and researching, students When I showed them the final project they were
were asked to finish eight technology projects

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84 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010

astounded at my technological abilities. Using student was satisfied with their stories. Com-
this tool introduced me to a wide arrange of pared with the standard tests, students felt that
possibilities for future use in the classroom. In storytelling helped them remember the content
the coming semester, I am going to video them in a meaningful way that they could use in the
doing their class projects and make copies for future. After sharing different stories they had
the students to keep for themselves. As I teach created, they asked for each others’ permission
seniors, it is a component they can include in to keep a copy of their project because they
their senior memory books and be able to enjoy thought those stories would help them review
for years to come. what they learned in class.
Digital storytelling was also experimented
Most students mentioned that digital sto- in a second year mandarin Chinese course,
rytelling was especially a useful tool for online Mandarin Chinese IV. This course was an un-
classes because students were able to get to know dergraduate course emphasizing the students’
their peers, to put a person’s name with a face, development in the basic communicative abili-
and to see what others were doing. Through ties in listening, speaking, reading, and writing
this project, they shared personal experiences for real communication purposes. In this course,
of what worked and some things that did not students were required to create an artifact to
work. Students learned from each other and demonstrate their target language proficiency.
gained confidence in using technology. Students were allowed to select topics of their
Digital storytelling was used as a reflection own interest for their stories, but they were
and assessment tool in Networks in Education. required to use learned Chinese vocabulary
This course was a graduate course providing stu- and sentence structures in the stories. Students
dents with an overview of classroom electronics, were also encouraged to explore new words and
computer hardware, software, and networking. structures by themselves to compose a mean-
The emphasis was on understanding classroom ingful and coherent story. During the creation
electronics, how computers work, and how they process, students started writing the story scripts
interface with other computers as well as with in the target language. Then the instructor met
peripheral devices. Topics covered included each student individually to help the student
selecting computers and peripherals for personal revise the scripts in ways such as clarifying
and school use, network topologies, upgrading meanings, correcting wrong characters and
hardware, operating systems, diagnosis and word usage, and improving sentence structures.
troubleshooting, network specifications, and The individual instructor-student conferences,
applications of networks in school settings. which involved students in listening, speaking,
In the previous years, students had mid-term reading, and writing, provided an opportunity
and final exams to be evaluated. Students for students to practice all four language skills
were tired of remembering technical terms and in an authentic way when students were working
their functions. They also forgot those terms on the project. After the script was finalized,
easily after the exams. Instead of having the students assembled still images or video clips
regular examinations, students were asked to that could be reflected in the stories. Before
create a reflective story in which they showed recording, students practiced reading the scripts
their audience how to install a computer from over and over again, so their pronunciations
scratch. They took pictures for each part and and intonations would be at their best. Students
explained the term and usages in their narra- became more fluent in using the vocabulary
tives. According to these students, this project and sentence structures that they practiced in
was meaningful and memorable because it their stories.
provided opportunities to examine and learn From our own experiences of integrating
from complex and professional situations. Every digital storytelling into these four classes, we
thought that incorporating storytelling into

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 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010 85

learning and assessment processes not only resolution and dimensions of the image was
helped our students learn the subject and mas- important to creating a good movie.
ter technology skills but also motivated their Narrative recording was a second problem
learning interests and practice their problem- for some students, who did not like their voices
solving skills. Undoubtedly, educators are using when played on the computer. If there was a
storytelling to stimulate students’ critical think- choice, they would use music and text to replace
ing skills, encourage self-review, and convey their voices in the movie. The third problem was
practice realities across and within disciplines how to use music properly. First of all, students
(McDrury, 2003). used music that matches the content of the story.
Then, students had to make sure the length of
the music fit the length of the story. A few stu-
11. CHALLENGES IN USING dents complained that their story did not stop
DIGITAL STORYTELLING after all images were displayed and their file
size was larger than expected. Checking their
Although younger students are technology na-
stories, they found that the story was 2 minutes
tives and younger educators are capable users
but the music was 5 minutes. They solved the
of technology, using digital storytelling as an
problems by cutting the music to fit their stories.
effective learning strategy and pedagogical
The last problem students encountered was
strategy is still challenging because this type of
that their projects would not display correctly
storytelling involves many different skills, both
if they reopened the movie projects on another
creative and technical, some of which may also
computer. This problem was caused by students’
be new to “older” students and teachers.
inexperience with technology. Although they
Neither the graduate nor the undergraduate
were told to save all the images, narration, and
students in our classes had problems in mas-
music in the same folder with their movie project
tering the skills of creating digital stories with
and take the whole folder to other computers if
:LQGRZV0RYLH0DNHUKRZHYHUWKH\GLGKDYH
WKH\FRXOGQRWILQLVKWKHSURMHFWDQGRUGLGQRW
problems involving such as the large image file
have time to convert the project into a movie
size, fuzzy images in the movie, losing image
in class, some students only saved the movie
files in the project storyboard, and incorrect file
project to their USB drives. As a result, the im-
format. Several students used images directly
ages on the storyboard in their project did not
downloaded from a digital camera. Those im-
show when they worked on other computers.
ages had very high resolutions so that the file
The storyboard was only a placeholder for the
size was very large. A 2-3 minute movie (with
images which would not show if the whole
5-10 images) might gain 80 – 190 MB in file
folder did not go with the project. The same
size due to the high resolution images. As a
thing happened when students submitted their
result, some students encountered pauses and
movies. Instead of submitting their movie files
stops while playing their large file size movies to
(.WMV), some students submitted their proj-
the class. One student could not even download
ects (.MSWMM) which meant that the project
her movie from the server. When checking her
was not converted to a movie. Therefore, the
file size, her movie was 186 MB, which caused
movie (in fact, the project) did not play on the
her movie downloading time to be much longer
instructor’s computer.
than others. Once they reduced their image size
All problems mentioned above were related
and recreated their stories, they did not have the
to the basic knowledge of technology usages.
same problem. In contrast, some other students
These problems were easy to solve once students
used images downloaded from the Internet,
were experienced. To use digital storytelling
which had low resolution. The story file size
effectively in the classroom, teachers should
was small, but the pictures in the movie were
be well-prepared technically and pedagogically.
fuzzy and blurred. Therefore, making the right
We agree with Boase (2007): “the challenge that

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is prohibited.
86 International Journal of Information and Communication Technology Education, 6(2), 76-87, April-June 2010

digital storytelling in education poses is how Barrett, H. (2006). Researching and evaluating
to harness the massive potential of the story digital storytelling as a deep learning tool. Retrieved
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form, with its possibilities to inspire, engage, FRPSRUWIROLRV6,7(6WRU\WHOOLQJSGI
transform, through a process that will endow it
with opportunity for reflection, critical thinking, Boase, K. (2008). Digital storytelling for reflection
and engagement: A study of the uses and potential
and problem solving” (p.10).
of digital storytelling. Retrieved February 12, 2009
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SDWKILQGHULQGH[FIP
12. CONCLUSION
Bull, G., & Kajder, S. (2004). Digital storytelling in
This article provides an overview of digital the language arts classroom. Learning and Leading
storytelling in education and how the medium with Technology, 32(4), 46–49.
can be integrated into the curriculum. Some Cortazzi, M., & Jin, L. (2007). Narrative learn-
functional samples were discussed to help ing, EAL and metacognitive development.
educators understand how digital storytelling Early Child Development and Care, 177, 645–660.
can be used in instructional settings. Overall, GRL
digital storytelling is a valuable learning tool and Fisher, W. (1985). The narrative paradigm: An elabo-
plays an important role in education, and thus ration. Communication Monographs, 52, 347–367.
should not only be considered as a multimedia GRL
element separate from the actual teaching and Fisher, W. (1989). Clarifying the narrative para-
learning processes. Educators are discovering digm. Communication Monographs, 56, 55–58.
that digital storytelling has the potential to be- GRL
come a valuable educational tool for students Gils, F. (2005, February 17-18). Potential appli-
when taught in an effective manner (Royer & cations of digital storytelling in education. Paper
Richards, 2007). presented at the 3rd Twente Student Conference
on IT, University of Twente, Faculty of Electrical
Engineering, Mathematics and Computer Science,
Enschede, The Netherlands.
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Shuyan Wang is an Assistant Professor in Instructional Technology at The University of South-

ern Mississippi. Her research interests include the integration of technology throughout the
curriculum, distance education, assessment, and electronic portfolios. Dr. Wang has published
numerous book chapters and articles in national and international refereed journals.

Hong Zhan is an assistant professor of Humanities and Communication in Chinese at Embry-

Riddle Aeronautical University, Prescott. Her research interests include educational technology
in foreign language instruction, online language instruction, and curriculum design for language
program. Dr. Zhan has had numerous conference presentations and publications.

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is prohibited.