Abstract

This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice teachers' entry and exit surveys and their completed digital stories were analyzed. Results show that in spite of technology and content challenges, all preservice teachers created appropriate videos, reported an increased appreciation for the pedagogical value of digital storytelling, and reported increased interest in using the approach with future students. For future teachers, digital storytelling production experiences can be a salient demonstration of engaging with interdisciplinary topics via relevant technological mediums.