The use of digital storytelling in the teaching of reading at a rural primary school

Abstract: A wide recognition of digital storytelling as both innovative teaching strategy and learning resource challenged and persuaded the language teachers of our school to adopt it in the teaching of reading. The adoption of digital storytelling was expedient decision to address observable inadequate reading skills of learners in the intermediate phase. Thus, the aim of the present study is to examine the perceptions of language teachers regarding the use of digital storytelling. To do so, the researcher employed a three-cyclical process of qualitative action research. The process began with the pre-implementation stage. During this stage the researcher used interviews to assess the initial teachers’ perceptions of their capabilities, skills, beliefs and attitudes to adopt and use digital storytelling. The results of the interviews illustrated that teachers’ readiness levels in terms of teachers’ technological knowledge were low. These results informed and guided the development of the Digital Storytelling Workshop. Digital Storytelling Workshop was the main intervention or implementation activity designed to expose teachers to digital storytelling process. During this stage, teachers were observed creating digital stories. Thus, the notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed to teach reading. Document analysis and interviews were used in the final stage of the research to examine the extent at which the Digital Storytelling Workshop has changed the perceptions of language teachers regarding the use of digital storytelling. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. However, several considerations were proposed to ensure the successful integration of digital storytelling. First, the school should address the lack of digital resources which emerged as a factor that overweighed teachers’ optimism. Second, the school should provide continuous professional development training for teachers with a major focus on the digital storytelling process including the creation of the storyboard. My interpretation of the results of this action research is that the assessment of the teachers’ readiness to integrate digital storytelling was a key to prepare language teachers for a successful adoption and use of digital storytelling.M.Ed. (Information and Communication Technology in Education