Thinking Outside the Books: Preservice Teachers' Perceptions of Digital Storytelling in the Elementary Classroom

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-8 - Technology in Teaching and Teacher Education

Abstract

This qualitative case study explores pre-service teachers’ perceptions of incorporating digital storytelling in the elementary school curriculum. A digital story is a creative, reflective multimedia narrative, using still images, voice, video and sound to communicate with an audience. Prior research, largely focused on older students, shows that digital storytelling improves students’ academic performance, problem-solving abilities, and motivation, as well as develops 21st century technology and communication skills. This study demonstrates that pre-service elementary teachers, in a Teaching Literacy with Technology course at a research-intensive university in the Midwest, see value for digital storytelling at the elementary level, as this technological approach can help them build a classroom community, target instruction, and design authentic learning activities across the curriculum.

Authors

• Sam Von Gillern, Texas A&M University - College Station

• Lynne Masel Walters, Texas A&M University - College Station

• Karen McIntush, Texas A&M University - College Station

• Jeffrey Keese, Texas A&M University - College Station