UVM Theses and Dissertations
Format:
Print
Author:
Lathem, Sandra A.
Title:
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
This mixed method study examines the perspectives of twelve Vermont teachers who participated in a graduate course that explored the use of digital storytelling for literacy development and who integrated digital storytelling into their curricula within a year's time of this professional development experience. The purpose of the study was to understand the benefits and challenges of using digital storytelling for literacy development as seen through the lens of in-service teachers. Through the analysis of semi-structured interviews and an online pre- and post-survey taken by the participants, teachers reported that digital storytelling is an effective method for literacy and technology development. Teachers reported use of digital storytelling at all grade levels from kindergarten to high school. Reported benefits included high student motivation and engagement.
The digital storytelling process was accessible for students of all ability levels and was viewed by teachers as a helpful strategy for struggling writers and readers. Challenges to integrating digital storytelling included the need to overcome technical glitches with video editing software and inadequate access to computers provided by the teachers' school districts. Some teachers reported challenges with the process of recording audio narrations. Assessment of digital storytelling products was found to be formative and informal with few teachers including digital storytelling products into student writing portfolios. Professional development that combined personal narrative and memoir writing with the technical skills to create a digital story creation was reported as a beneficial approach to enable teachers to implement digital storytelling in their classrooms.
The digital storytelling process was accessible for students of all ability levels and was viewed by teachers as a helpful strategy for struggling writers and readers. Challenges to integrating digital storytelling included the need to overcome technical glitches with video editing software and inadequate access to computers provided by the teachers' school districts. Some teachers reported challenges with the process of recording audio narrations. Assessment of digital storytelling products was found to be formative and informal with few teachers including digital storytelling products into student writing portfolios. Professional development that combined personal narrative and memoir writing with the technical skills to create a digital story creation was reported as a beneficial approach to enable teachers to implement digital storytelling in their classrooms.