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Home  Learning, Research, & Development for Instructors  Research  Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

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Target Audience:

ESL/ELL teachers (K–12 and post-secondary), literacy educators, curriculum designers, and teacher educators interested in meaningful technology integration.

Context for Application:

This article is highly relevant for educators across K–12 and post-secondary settings who are integrating digital storytelling into their instructional practice. It is particularly valuable for teachers, curriculum designers, and school leaders seeking to move beyond simply introducing technology into classrooms and instead focus on thoughtful, pedagogically grounded integration. The article is especially useful in professional development contexts where the Technological Pedagogical Content Knowledge (TPCK) framework is used to guide effective technology implementation.

Value:

This research-based article provides a strong theoretical foundation for using digital storytelling in the classroom. It moves the discussion beyond simply adding technology and instead explains how technology can meaningfully enhance teaching and learning when guided by the Technological Pedagogical Content Knowledge (TPCK) framework. For ESL educators, this is especially important because language learning thrives in environments that combine content, pedagogy, and meaningful communication.

Description:

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In this Research paper, Bernard R. Robin examines digital storytelling as a powerful teaching and learning tool that has gained attention in recent years. He discusses its history and describes how it is being used in educational settings. The article also highlights the need for a clear theoretical framework to improve the effectiveness of technology use in classrooms.

Robin introduces the Technological Pedagogical Content Knowledge (TPCK) framework and explains how it can guide the integration of digital storytelling into instruction. The focus of the article is not simply on using technology, but on understanding how technology, pedagogy, and content knowledge work together to enhance classroom practice.

Key Topics

  • History and evolution of digital storytelling
  • Educational uses of digital storytelling
  • Technology integration beyond “just using software”
  • Critique of ineffective technology implementation
  • The TPCK (Technological Pedagogical Content Knowledge) framework
  • Student engagement and 21st-century skills
  • Instructional design considerations
  • Leadership and systemic integration of technology

 

Reference

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916

 

 

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