This is a direct cross-post of my answer to the Module 4.1 Discussion Forum stimulus:
What questions/answers have formed in your mind in relation to digital storytelling?
For me what has really stood out is the importance of storytelling in education. The New South Wales (NSW) Quality Teaching Framework includes narrative as a component of the element of significance, recognising that narratives engage learners in content in a significant and meaningful way that motivates and consolidates learning (NSW Department of Education and Training, 2008). As Alexander (2011, p.5) and Malita and Martin (2010, p. 3061) indicate, storytelling has been part of the human toolbox for constructing meaning and communicating throughout history and has adapted to evolving communication technologies.
In terms of using digital storytelling in a classroom context, though, I keep coming back to the question one of my course-mates keeps asking – why digital? What added benefit or different dimension is served by choosing digital technology as the medium for this storytelling occasion? Without a satisfactory answer to that question, I am not convinced that it is worth the potential extra hassle that I have often found it to be in the primary government school classrooms where I have worked. This may be as simple a reason as having the opportunity to integrate technology (as required by the General Capability requirements in the curriculum (Australian Curriculum, Assessment and Reporting Authority, 2016)) and be at the Substitution level of the SAMR framework (Puentadura, 2011). Ideally, though, there would be some integral element of the experience that required a digital interface, according to some of the leading definitions of digital literature (Ciccoricco, 2012, p. 471) and there would be at least Augmentation if not one of the transformational levels of the SAMR framework in play (Puentadura, 2011).