Publication Date

7-2017

Document Type

Thesis

Degree

Master of Education (MEd)

MA Concentration

Educational Technology, Innovative Learning

Advisors

Michael K. Barbour, Pamela A. Redmond, Lisa Palacios

Abstract

Life in the digital era demands a new set of technological skills and competencies. The twenty-first century learner is currently challenged to embrace both traditional and newer literacies. Digital storytelling, the process of enhancing a narrative with images, audio, video, and text, gracefully blends these literacies, proving an effective tool for both educator and student. While student engagement and motivation may present as problematic during writing instruction, the willingness of students to revise their writing often proves a bigger challenge. The opportunity to produce digital stories has the potential to engage and motivate the twenty-first century learner, as it embraces their technological comfort level and presents the writing process in a novel way. The purpose of this case study was to examine the impact of digital storytelling on student engagement, motivation, and revision during the writing process in a third grade classroom. The researcher applied both qualitative and quantitative data collection methods (i.e., observations, surveys, interviews, and student artifacts) to determine the impact of digital storytelling on these learning indicators. Through the application of inductive analysis and descriptive statistics, the researcher concluded that the process of digital storytelling had a positive impact on student engagement and motivation. Students were driven by a desire to showcase their digital stories to their classroom audience. Unfortunately, the digital storytelling process did not instigate a noteworthy increase in student writing revisions. Further research is needed to inform the impact of digital storytelling on the writing process.

Additional Files
Jordan, Kelly Poster.pdf (215 kB)
Poster
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