ABSTRACTThe purpose of this study was to determine if using digital storytelling instruction toteach nonfictional writing would result in the attainment of higher nonfictional writingassessment scores. According to the National Assessment of Educational Progress (NAEP)writing scores, Louisiana ranked 45
in the nationwide writing assessment. These scores indicatea statewide weakness, which could be directly related to current teaching practices. What willengage the 21
century student? The original hypothesis of this study stated that fourth gradestudents who are given digital storytelling instruction will show higher nonfictional, writingcomposition assessment scores than those students who are not given digital storytellinginstruction.The target population for this study consisted of fourth grade students at ClancyElementary School for the Arts in the Jefferson Parish Public School System. The accessible population was 49 fourth grade students. Based on their school performance score, ClancyElementary has been rated academically unacceptable for the past five years, in which educators practiced teaching methods set forth by the Louisiana Comprehensive Curriculum.Both groups of participants were taught the same writing curriculum that is outlined inthe Louisiana Comprehensive Curriculum and were given the same writing prompts throughoutthe course of the study. The experimental group was taught with elements of digital storytelling,which involved a variety of technologies, such as computers, digital images, and video,integrated into the learning process. The control group was taught using the traditionalcurriculum, which involved methods, such as paper and pencil activities. Since the study’s focuswas on nonfictional writing, all writing samples were nonfictional.