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CHAPTER I: THE PROBLEM

Introduction

“If, in the digital age, we want everyone to be able to join in the ‘conversation’ that

Big Media promises to be, then we must intervene to help everyone – and not just those

who are computer savvy – to speak the language of media.”

- Daniel Meadows

digitalstorytelling.coe.uh.edu

This quotation says a lot for technology integration. Everyone must benefit from what

technology including digital media tools offers. As days passes by, various environmental

and technological changes take place. These include the changes in education system. A

story, for example, has gone through a major makeover. With the involvement of emerging

technology and the rise of multimedia, stories have diversified from its traditional origin

without leaving its genuine purposes - to educate and convey messages.

Innately speaking, storytelling has become a popular education tool used to convey

stories, messages, and ideas. This tool has been used from earliest times up to present, thus

utilized to transfer knowledge from one cohort to another. As defined by Sharda (2007),

storytelling is an influential educational method used not only to pass stories but also to

improve such learning outcomes for general, scientific and technical education. Termed as
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the oldest method of communication, storytelling taught our ancestors to use sounds, little

to big gestures and words to simply tell stories. This traditional way has been modified. As

a matter of fact, people are now using new digital media tools like a computer to tell stories.

As highlighted by Standley 2003, different technological advances like digital

cameras and emerging editing software have augmented the integration of technology in

the classroom to help learners in building their own understanding and knowledge. This

pedagogical approach is called digital storytelling.

Digital storytelling (DST) is the act of combining traditional storytelling with

multimedia elements such as still images with a narrated soundtrack including both voice

and music using digital media (Robin, 2016). The present elements of multimedia such as

sounds, pictures, texts and the like are being mixed through the use of different computer

software. Usually, digital stories cover a certain theme or topic and are typically just a few

minutes long. Also, these stories have a variety of uses: telling of personal tales, narrating

historical events, or as a means to inform or instruct on a particular topic.

Currently, digital storytelling is being used in various locations like schools.

Armstrong (2003) in his study agreed that the accessibility of new digital tools like

computers, laptops, various editing software and other technologies is continuously

augmenting in the classrooms. These technologies offer educators and learners with ease

of creating digital stories more easily than the methods used before. Digital storytelling, a

pedagogical approach used nowadays is now being utilized to develop learners' motivation

and creativity to solve key problems in an innovative way. Also, Ohler (2008) explained
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that digital storytelling enhances one's literacy through providing an innovative learning

environment which is good for story construction by means of collaboration, reflection,

and interpersonal communication.

Robin (2008) also justified that digital storytelling is now becoming a part of one's

life for it is embodied with multimedia production for education purposes. According to

him, this approach plays a vital role in teaching and learning processes, thus evaluation and

studies for digital storytelling are being conducted by various educational institutions.

As observed by the researchers, digital storytelling is now being used in different

schools but sad to say, people including teachers are all unaware that this pedagogical

approach is called digital storytelling.

In Palahanan Elementary School, one of the elementary institutions in San Juan,

Batangas, teachers are currently incorporating and integrating technology into their

classrooms. In order to have new and innovative teaching style which can easily grab

pupils' attention and to lessen their loads of work, the school administration conducted

some fund-raising activity to avail sets of television. Presently, these televisions are being

utilized by the teachers. They are teaching with new media tools, expounding their lessons

through audio-visual materials and preparing slide decks and video clips to impart

knowledge. In these processes, digital storytelling is being applied unknowingly.

To study more about the digital storytelling, researchers thought a way in which

they can explore the impacts of digital storytelling on pupils' literacy and engagement.
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Highlighting the possible benefits of digital storytelling, this study also seeks to help

educators and learners tap into the power of digital storytelling.

Statement of the Problem

This study aims to ascertain the impacts of digital storytelling on the literacy and

engagement of Palahanan Elementary School pupils. More specially, it aims to answer the

following questions:

1. How can digital storytelling act as an effective instructional tool assessed by

teachers?

2. What are the benefits of digital storytelling for teachers and pupils?

3. How can the researchers contribute for the positive integration of digital

storytelling into classrooms?

Scope, Limitations, and Delimitations

This study is conducted in Palahanan Elementary School. There are 21 teachers

who served as respondents. The researchers used survey questionnaires which is divided

into two main parts – the role of digital storytelling as a pedagogical tool assessed by

teachers and the effects of digital storytelling on the literacy and motivation of the pupils.

Furthermore, this study highlights the role of digital storytelling as an effective

instructional tool assessed by teachers in meeting the demands of pupils’ literacy and

motivation. Likewise, it will determine the uses, advantages and disadvantages of digital
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storytelling. In addition, the output of this study will pertain digital storytelling into

learning to enrich and achieve a quality education.

Significance of the Study

This study is accomplished to promote pupils’ literacy and motivation using digital

storytelling which could be a great help to the pupils and teachers, parents, school heads

and to the future researchers.

TO THE PUPILS AND TEACHERS, this study will pave way the integration of

digital storytelling in achieving a quality education. This will give on-ideas of approaches

used by teachers in teaching;

TO THE PARENTS, this study will introduce to them the good effects of using

technology, digital storytelling specifically, in promoting literacy for their children;

TO THE SCHOOL HEADS, this study may open opportunities to conduct

seminars for every teacher aiming to widen their skills in technology and digital

storytelling; and

TO THE FUTURE RESEARCHERS, this could help them a lot and this could

serve as a foundation for them to make another research with a similar topic.

.
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CHAPTER II: REVIEW OF RELATED LITERATURE

Conceptual and Research Literature

Here, a number of related studies and research have helped the researchers explore

the study more.

As defined by Bernajean Porter of Digitales in a webpage completed by Kaffel

(2007), digital storytelling takes the ancient art of oral storytelling which primarily aims to

make and share personal tales by using different elements like sounds, images, and graphics

combined together through digital tools. As time passes by, researchers have claimed that

digital technologies produce absolute, categorical and dramatic impacts on 21st-century

classrooms.

Based on a research studied by Prensky (2001), the students of today, the ones who

are now utilizing digital tools, are the first generation to grow up with digital technology.

These students are being exposed to different technologies and being engaged in various

digital activities. These include emails, instant messages, social networking and video sites

and more (Lea & Jones, 2011). These tools enable students to instantly communicate and

interact, easily share data and statistics, and effortlessly get into any information by simply

pushing few buttons (Autry & Berge, 2011).

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According to Lambert (2009), digital storytelling appeared first at the Center for

Digital Storytelling in California in the late 1980s. In this era, digital storytelling was used

by community theatre workers to allow recording, production, and distribution of stories.

Meanwhile, Meadows (2003) defined digital storytelling in a more technology-

focused meaning: it is a technology application which exploits user-contributed content

and helps teachers in integrating technology in classrooms.

Digital Storytelling as an Effective Instructional Tool for Teachers

Digital Storytelling plays an important role in education. Identifying who will

create the digital stories is one of the first decisions to be made when deciding to utilize

this tool. (Robin, 2006) For teachers, an engaging and multimedia-rich digital story can

obviously hook pupils' attention and participation, thus their interest in exploring new ideas

will increase. Using this kind of digital stories at the beginning of a lesson is said to be

effective for it provides learners with engagement in the learning process (Burkmark, 2004)

and this could serve as a connector between a new material and existing knowledge.

Researchers like Robin (2006) and Hibbing and Rankin-Erikson (2003) have

presented that utilizing technology in teaching can help students obtain new information in

the comprehension of difficult materials (Robin, 2006). Digital stories in classrooms help

teachers to facilitate discussion innovatively where abstract and conceptual contents

remain understandable. As a matter of fact, numerous educators are now exploring ways
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to engage their students by using digital storytelling despite the intensified debate on

technology integration in classrooms (Robin, 2006).

Digital Storytelling as an Effective Learning Tool for Pupils

Studies have found out that using digital storytelling is indeed useful for the learners

for it is advantageous to learners who could not be as well-achieved through traditional

storytelling (Ohler, 2008). Digital Storytelling as an effective learning tool for learners

increases their motivation especially in writing and reading and it allows for

personalization and reflection of the learning experience.

Digital storytelling also provides learners "21st-century skills." According to Ware

(2006), digital storytelling provides learners with enough opportunity and strength to

engage in problem-solving and boost enough confidence and competence with technology

by using experimentation and practice (Robin, 2008).

Learners' Literacy

Multiple literacies such as information literacy, visual literacy, and technological

literacy can be summed up as one: 21st Century Literacy (Robin, 2006). This new literacy

was first introduced by several researchers including Brown & Bryan (2005) who studied

technology integration in classrooms. According to them, this literacy includes digital

literacy, global literacy, technology literacy, visual literacy and information literacy. As
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defined, digital literacy is the set of competencies needed for a full participation in a

knowledge society. Global literacy, on the other hand, is defined as the understanding of

world's organization and interconnection, and the possibilities and restrictions faced by its

people. Technology literacy is defined as one's ability to work with technology responsibly

and effectively. On the other hand, the ability to interpret and give meaning to information

presented in the form of an image is called visual literacy. When this information is

recognized effectively, then it is called information literacy.

Obviously, students' literacy skills are being augmented when they are able to

partake in the multiple methods of designing, creating and presenting their own digital

stories (Robin, 2006).

Benefits of Digital Storytelling

As eloquently stated in PDST Technology in Education (2013), digital storytelling

covers numerous benefits for both teachers and learners in the classrooms. It is

advantageous for it allows pupils to create their own digital stories which can be presented

with peers. By this, group activities and collaborative learning skills are being honed.

Likewise, it is a great way to engage both pupils and teachers. Another positive aspect of

this is that it is fun for learners to do. Huffman (2012) also stated that after the initial

developing of these new technological skills, "students will be able to revisit these skills

for more educational or personal uses in the future."

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The Researchers’ Role in Integrating Digital Storytelling into Classrooms

Actually, digital storytelling is not a new concept to consider. As a matter of fact,

it is stated above that digital storytelling was first presented and utilized by the two

cofounders of Center for Digital Storytelling (CDS), a non-profit, community arts

organization in Berkeley, California. Introduced in the late 1980s, Joe Lambert and the late

Dana Atchley helped CDS to offer assistance to those who are really engrossed in creating

and sharing their personal narratives (Center for Digital Storytelling, 2005).

As time passes by, the functions and usability of digital storytelling in classrooms

is becoming more obvious because of the emerging technologies including the updated

versions of editing software, more innovative cameras, high-quality digital audio capture

devices and many more. In connection to this, Robin (2008) believes that currently, people

are perceiving dramatic growth in the educational use of digital storytelling, as a

convergence of affordable technologies works together with a contemporary agenda for

today’s classroom.

Furthermore, researchers such as Burmark (2004) have noticed that digital

storytelling itself is an effective pedagogical approach for collecting, creating, analyzing,

and combining visual images with written text that hone and accelerate learners’

conception. Teachers who are able to create their own digital stories may find that they can

be particularly helpful not only in engaging students in the content but also in facilitating

discussion about the topics presented in a story and helping make abstract or conceptual

content more understandable (Robin, 2008).

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However, Qaisar Khalid Mahmood in his study entitled “Integrating Digital

Storytelling into Curriculum: Technological Innovation for 21st century Pakistani

classrooms,” have found out that most of the teachers are not well-trained in utilizing

technology and some of them are having difficulties in producing digital stories by

themselves. According to him, educators must know how to use novel technologies like

digital storytelling which will be integrated in teaching through training.

Also, in the study of Alcantara et al., (2017) entitled “Integrating Technology into

Student-Centered Learning,” they have noticed that some teachers, especially the ones who

stick to traditional teaching, lack self-confidence in using technology in classrooms.

In order to fully integrate digital storytelling into classrooms, the researchers

through this research itself will enlighten everyone’s mind with the benefits of digital

storytelling to one’s literacy and engagement.

Through providing an action plan on digital storytelling, the research could at least

become an eye opener to every educator that digital storytelling as well as technology

integration into classrooms can and will provide every learner a quality education everyone

desire.
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Conceptual Framework

The illustration below is the conceptual paradigm used in this study. It primarily

aims to know the potential impacts of digital storytelling on pupils’ literacy and

engagement. To achieve this certain goal, the researchers developed a conceptual

framework which serves as a guide in their study.

In connection with the study made by Robin (2008), digital storytelling, brought by

affordability and contemporary agenda for today’s classroom, is currently associated into

school institutions and is being assessed by educators. In this study, digital storytelling

itself is used as an input.

The nature of digital storytelling and digital stories play important roles in this

study. These serve as pedagogical tool for teachers to promote innovative way of teaching.

Similar to what Paull (2002) observed, Dogan and Robin (2008) have noticed that learners,

after their teachers applied digital storytelling in their class, increased the level of their

engagement and literacy. In this research paper, the researchers used digital storytelling to

study its impacts on literacy and engagement too.

In order to come up with their aimed output, the researchers gathered necessary

information from libraries and internet. Here, they found out the various uses and functions

of digital storytelling as well as its history.

As stated in RRL, digital storytelling was first presented and utilized by the two

cofounders of Center for Digital Storytelling (CDS), a non-profit, community arts

organization in Berkeley, California. Introduced in the late 1980s, Joe Lambert and the late
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Dana Atchley helped CDS to offer assistance to those who are really engrossed in creating

and sharing their personal narratives (Center for Digital Storytelling, 2005).

Considering the same purposes which is to educate and convey message in an

innovative way, digital storytelling become more popular especially when new media tools

continued to emerge. This fact paved way for the researchers to ask what the impacts of

digital storytelling are.

To answer this, the researchers constructed, asked for validation and administered

survey questionnaires to elementary teachers of Palahanan ES.

The researchers, likewise, aim to provide an action plan which will serve as an

answer on every negative impacts digital storytelling has. This action plan will be the

output of the researchers.

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Conceptual Paradigm

INPUT PROCESS OUTPUT

 Nature of digital  Information  Proposed action

storytelling and gathering from plan for the effects
digital stories books and internet of digital
 The underlying  Constructing, storytelling on
role of digital validating and pupils’ literacy and
storytelling as administering of engagement
pedagogical tool survey
 Uses of digital questionnaires
storytelling  Coordinating with
assessed by teachers about
teachers digital stories
 Effects of digital assessed by them
storytelling on
pupils’ literacy and
engagement

Figure 1. Research Paradigm on the Impacts of Digital Storytelling on Pupils’

Literacy and Engagement in Palahanan Elementary School

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Definition of Terms

Digital. It is all about automated technology which produces, supplies, and deals with data

in terms of positive and non-positive states (Rouse, 2005). In this study, this word is

accompanied by storytelling.

Digital Storytelling. It refers to the new practice of everyday people who use different

digital tools to convey a message and tell stories (Wikipedia - The Free Encyclopedia,

2018). In this study, digital storytelling is defined as a powerful pedagogical approach

which helps to improve learners’ literacy and motivation.

Educational Technology. It refers to the process in which modern technology is used in

an organization and systematic way for improvement of the quality of the education

(Mendoza, et. al., 2017). In this study, it is associated with technology integration into

classrooms. The use of digital storytelling lies on Educational Technology.

Literacy. It is the knowledge itself or the competence in a subject or area of activity

(Microsoft Encarta, 2009). In this study, literacy is defined as pupils’ ability to distinguish

and understand ideas conveyed through digital storytelling.

Media. It is the different means of mass communication considered as a whole, including

television, radio, magazines, and newspapers, together with the people involved in their

production (Microsoft Encarta, 2009). In this study, media is used as a method of

conveying digital stories to the pupils like computer, laptop, and televisions.
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Pedagogy. It refers to teaching or the profession of teaching (Merriam-Webster, 2017). In

this study, pedagogy is associated with digital storytelling and it is defined as a method or

approach to processing different concepts, ideas, and topics.

Technology. It is the application of tools and methods (Microsoft Encarta, 2009) and refers

to the means or activity which man seeks to change and control his environment (Alcantara

et. al, 2017). In this study, technology is defined as the digital storytelling itself.
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CHAPTER III: RESEARCH METHOD AND PROCEDURE

This chapter contains the research design, subjects of the study, data gathering

instrument and procedures, and the statistical treatment of data.

Research Design

Due to the emergence of various digital media tools like computer, laptop,

televisions and more, discovery of different pedagogical approaches just to deliver high

quality education is nonstop. One of these approaches is the integration of technology into

classrooms which is more popularly known as Educational Technology. Under this is the

digital storytelling, a developing educational instrument which requires the combination of

different media tools. In this approach, educators use digital stories to easily convey the

lessons to his/her class.

To identify the impacts of this on the literacy and engagement of young learners,

the researchers conducted a study which highlights descriptive research design. As defined

by Burns and Grove (2003), a research design itself is the “blueprint for conducting a study

with maximum control over factors that may interfere with the validity of the findings”. In

this study, the design used aims to assess the knowledge of teachers regarding the effects

of digital storytelling on their pupils’ literacy and engagement during teaching and learning
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processes. Descriptive design is generally used as the process of gathering data and

providing answers to the questions about existing conditions, processes and relationship.

Subject of the Study

The respondents of the study are the 21 teachers of Palahanan Elementary School

where 19 teachers are from grades one to six and 2 teachers are from kindergarten. The

researchers considered them for they are the ones who utilize digital storytelling in

classrooms and they know more about their pupils. Because the entire teaching force of the

said school was subjected as respondents, no sampling method was used.

Data Gathering Procedure

Construction. To obtain the needed information, the researchers constructed a

survey questionnaire. They divided in into two parts – the first part which is entitled as

“Digital Storytelling as a Pedagogical Tool of Teachers” and the latter part which is entitled

as “The Impacts of Digital Storytelling on Pupils’ Literacy and Engagement.” A single

survey questionnaire consists of 15 items and is answerable by always, often, sometimes,

seldom and never.

Validation. After constructing their survey questionnaires, the researchers passed

a copy of it to their Research teacher, Ms. Rubelyn A. Rivera. It undergone validation and

evaluation spearheaded by Mr. Randy M. Manumbale. He checked for the questionnaire’s

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construction of ideas and words as well as the grammatical error of it. The validation of

the survey questionnaire was largely used in obtaining data for the study.

Scoring. The researchers made use the Likert Scale, the most widely used approach

to scaling responses in survey research, and the verbal interpretation for frequency: always,

often, sometimes, seldom and never. The scoring is as follows:

LIKERT SCALE VERBAL INTERPRETATION

4.50 – 5.00 Always

3.50 – 4.49 Often

2.50 – 3.49 Sometimes

1.50 – 2.49 Seldom

1.00 – 1.49 Never

Statistical Treatment of Data

The data gathered will be presented in tables and will be tallied carefully. The

results will be accurately arranged in order to categorize in their respective tables and

accordingly treated with statistical treatment to yield reliable scores.

The results pertaining to the problems that the researchers stated will be given

statistical treatment:

Frequency. This will be used to determine the number of responses on the test

given.
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Weighted mean. This was used to identify the mean score.

Composite mean. This will be used to compute the overall mean of all the given

questions or statements presented by the researchers to their respondents

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CHAPTER V: FINDINGS AND DISCUSSIONS

This chapter represent the findings and discussions of the result based from the data

gathered.

1. Digital Storytelling’s Role as an Effective Instructional Tool Assessed by Teachers

According to some studies, a constantly increasing quantity of teachers under K-12

curriculum is using digital storytelling as an innovative way of teaching content in the

classroom. (Weiss, Benmayor, O'Leary & Eynon, 2002). Teachers are utilizing digital

storytelling in the classroom for numerous purposes. These include the aim to impart

content to the learners’ mind and to enable their engagement and literacy as active

researchers and storytellers. Also, Salpeter (2005) considered various reasons why teachers

should integrate DTS into teaching process. According to him, meeting the demands and

principles of International Society for Technology in Education (ISTE) Technology

standards is also a reason to consider.

The result of this study denotes the vital role of DTS in education system. The composite

mean of Table 1, The Role of Digital Storytelling as Pedagogical Tool Assessed by the

Teachers of Palahanan Elementary School, shows that the integration of technology, digital

storytelling specifically, is often observed nowadays.

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Table 1

The Role of Digital Storytelling as Pedagogical Tool Assessed by the Teachers

of Palahanan Elementary School

DIGITAL STORYTELLING AS WEIGHTED VERBAL

TEACHERS’ PEDAGOGICAL TOOL MEAN INTERPRETATION
1. I am integrating technology into my class. 4.81 Always

2. I am using slide decks such as PowerPoint 4.76 Always

presentation to easily grab my pupils’
engagement.
3. I am downloading educational videos 4.71 Always
which are related to my daily lesson logs
(DLL) in order to explain the lessons to the
class easily.
4. I try to make my own video clips, edit on 1.62 Seldom
my own, and produce it just to have resource
materials in class.
5. I am aware that these audio-visual 3.86 Often
materials are called digital stories and I am
using these in class as digital storytelling.
Composite Mean 3.95 Often

The table above depicts the role of digital storytelling as teachers’ pedagogical tool.

The overall results show that the integration of digital storytelling into classrooms is often

observed. As a matter of fact, a total composite mean of 3.95 was garnered.

The weighted mean of the teachers who integrate technology into their class is 4.81

and the verbal interpretation is ‘Always.’ This result is no different from what
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Alcantara et. al. (2017) untold on technology integration into classrooms. Also, in this

study, the researchers have found out that educators are always utilizing slide decks to

easily grab the engagement of their learners with a weighted mean of 4.76. Similar to

what other studies state, teachers are always downloading educational video clips. This

statement garnered a total weighted mean of 4.71. However, teachers rarely make their

own video clips just to have materials in class. This statement obtained a weighted

mean of 1.62. On the other hand, they often consider that these tools are called digital

stories and what they are really doing is called digital storytelling. A weighted mean of

3.86 on this statement was attained.

2. The Benefits of Digital Storytelling on Pupils and Teachers

Technically, the use of digital storytelling in education system consists of various

benefits either on the learners’ side or on the teachers’ point of view. The teachers, for

example, integrate this approach in his/her class not just because it could make his/her

teaching style more updated than the usual; it also increases the level literacy and

engagement of the learners. Numerous studies showed that digital storytelling enhances

both pupils’ learning environment and experiences (Sadik, 2008), develops the technical,

presentation, research, organization and writing skills (Dogan & Robin, 2009).

Similar to what the results of this study showed, DTS has good points as teachers’

pedagogical tool. The survey revealed that digital storytelling, despite of the variation on

their weighted mean, helps the teachers to convey his/her lesson effectively. A composite
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mean of 3.95 shows that impacts of digital storytelling sometimes help the teachers in

his/her teaching process and sometimes lets the pupil get more confused, sleepy and bored.

However, it is still obvious that the impacts of digital storytelling are more of

advantageous.

Table 2

The Impacts of Digital Storytelling on the Literacy and Engagement

Observed by their Teachers in Palahanan Elementary School

IMPACTS OF DIGITAL WEIGHTED VERBAL

STORYTELLING MEAN INTERPRETATION
1. Every time I utilize digital stories and 3.95 Often
integrate these into class, my pupils
understand our lesson easily.
2. Using digital storytelling increases the PL 4.00 Always
of the class.
3. The pupils get high grades during the 3.48 Often
examinations because of the integration of
digital storytelling.
4. Watching digital stories makes my pupils 2.81 Sometimes
more confused and puzzled about the lesson.
5. Digital storytelling positively affects the 3.57 Often
literacy of my pupils so as to their
engagement and participation.
6. My pupils become inactive and tardy in 3.00 Sometimes
class because of digital storytelling.
7. My pupils are asking questions in class 3.19 Sometimes
after watching digital stories.
8. Interaction is present in class because of 3.29 Sometimes
digital storytelling.
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9. Most of my pupils sleep in class when 2.05 Seldom
watching digital stories.
10. Because I integrate digital storytelling into 3.57 Often
class, pupils’ engagement is being developed
positively.
Composite Mean 3.95 Sometimes

The table above shows the observation of teachers regarding the impacts of digital

storytelling on pupils’ literacy and engagement. A total composite mean of 3.95 and verbal

interpretation of ‘sometimes’ were obtained from the second part of survey questionnaire

conducted in Palahanan Elementary School. This reflects the positive and negative effects

of DST on education system – both on teaching and learning processes. The positive

impacts consist of the increase of pupils’ literacy. Depending on the time span of the digital

stories used, the negative ones are the boredom and tardiness every pupils encounter every

time they watch long and unexciting digital stories.

3. Researchers’ Role in Positive Integration of Digital Storytelling into Classrooms

Despite the fact that there were already existing studies about digital storytelling, we can’t

still deny that these numbers are still limited and there are still existing negative effects of

DST to pupils’ literacy and engagement. Given the lack of current research on effective

use of digital storytelling in K-12 education, faculty and graduate students at the University

of Houston initiated a series of workshops on digital storytelling and its uses in education

for teachers (Dogan and Robin, 2008). These workshops on digital storytelling were
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developed for elementary, middle, and high school teachers during the summer of 2005.

The major goals of the workshops were to introduce educators to digital storytelling and to

explore how it could be used as an effective teaching tool in their classrooms and as an

effective learning tool for their students. This solution could also be used as a guide in

providing a positive image of digital storytelling in education system. Using the results

gathered from the survey, the researchers proposed an action plan which could enhance the

impacts of digital storytelling on pupils’ literacy and engagement.

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Table 3

Proposed Action Plan for Enhancing the Impacts of Digital Storytelling

on the Literacy and Engagement in Palahanan Elementary School

Title of the Persons

Objectives Strategies Time Output
Project Involved

Digital - to introduce - school The school - Effective use

Storytelling more the head, institutions should of digital
Seminar nature of resource conduct further storytelling
digital speaker, seminars on proper where
storytelling to and use and integration teachers
every teacher; teachers of technology into effectively
- to let them classrooms. This utilize DTS in
enhance their could be of great teaching
teaching style; help in producing process.
- to develop high quality - Positive
the potential education – impacts of
impacts of innovative and DTS on
digital creative way of pupils’
storytelling on teaching – where literacy and
pupils’ literacy both teachers and engagement.
and learners learn at
engagement. the same time.
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CHAPTER V: CONCLUSION AND RECOMMENDATION

Conclusion

Upon conducting this research paper, researchers have concluded that digital

storytelling can be and will be an effective pedagogical tool for teachers nowadays.

Likewise, the following conclusion were also determined by the researchers:

1. The digital storytelling assessed by teachers is an effective instructional tool

during teaching-learning process. The conducted survey among 21 teachers has

provided both quantitative and qualitative evidences that learners find media

projects artistic and beneficial.

2. Despite of having negative effects such as the boredom and tardiness, learners

still find digital storytelling as a tool which enhances their level of literacy.

Interviews from PES teachers also helped the researchers to conclude that the

length of digital stories affect the engagement of pupils to teaching-learning

process. According to them, the maximum length of video clips a teacher should

use is 5 minutes (or less). The longer the digital stories, the more the learners

get bored.

3. Integration of technology into classroom is actually present. The only problem

is that, teachers tend not to use digital media tools effectively. The result of the

survey shows that learners sometimes get tardy and confused every time they
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watched digital stories. Likewise, it is obvious that the productive use of

technology in classrooms and conducting seminars on the use of education-

related technology are found to be limited.

Recommendations

Based on the findings of the study, the following recommendations should be

consider:

1. The teachers should consider the length of digital stories to at most 5 minutes.

They could download video clips with shorter time length but the quality of the

contents remains pure. By this, the role of digital storytelling as teachers’

instructional tool in teaching process will be enhanced.

2. The teachers should know the benefits of digital storytelling on pupils’ literacy

and engagement for them to enhance their teaching style. On the other hand, the

pupils may consider these benefits to learn more about technology and to grasp

their lessons well.

3. The school institutions should conduct further seminars on proper use and

integration of technology into classrooms. This could be of great help in

producing high quality education – innovative and creative way of teaching –

where both teachers and learners learn at the same time.

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BIBLIOGRAPHY

A. BOOKS
Robin, B. (2008). The effective uses of digital storytelling as a teaching and learning
tool. Handbook of research on teaching literacy through the communicative
and visual arts (Vol. 2). New York: Lawrence Erlbaum Associates.

B. GENERAL REFERENCES
Encyclopedia Britannica (2010)
Merriam-Webster (2018)
Microsoft Encarta (2009)
Wikipedia, Free Encyclopedia (2017)

C. UNPUBLISHED MATERIALS
Lambert, J. (2003). Digital storytelling cookbook and traveling companion. Berkeley,
CA: Digital Diner. Retrieved May 2, 2007, from http://www.story
center.org/cookbook.pdf.
Smeda et. al. (2014). The effectiveness of digital storytelling in the classrooms: a
comprehensive study. Smart Learning Environments. Retrieved December 3,
2014, from http://creativecommons.org/licenses/by/4.0.

D. PUBLISHED RESEARCH
Alcantara et. al. (2017). Integrating Technology with student-centered learning. San
Juan, Batangas: Palahanan National High School.
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Mayer, R. E. (2005a). The Cambridge handbook of multimedia learning: New York:
Cambridge University.
Mayer, R. E. (2005b). Cognitive theory of multimedia learning. The Cambridge
handbook of multimedia learning (pp. 31–48). New York: Cambridge
University.
Miller, C. H. (2008). Digital storytelling: a creator's guide to interactive
entertainment (2nd Ed.) Burlington,MA: Focal Press.

Miller, L. C. (2010). Make Me a Story: Teaching Writing Through Digital

Storytelling. Portland, Maine: Stenhouse Pub.

Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy,
learning, and creativity. Thousand Oaks, CA: Corwin Press.

E. ONLINE REFERENCES
Brown, J., Bryan, J., & Brown, T. (2005). Twenty- first century literacy and technology
in K–8 classrooms. Innovate, 1(3). Retrieved March 20, 2006, from
http://www.innovateonline.info/index. php?view=article&id=17.
Center for Digital Storytelling. (n.d.) Retrieved July 21, 2009, from
http://www.storycenter.org/.

Paul, N. (2004). The future of storytelling in the digital age: Strategic thinking for
online journalism. Retrieved from
http://www.kbi.re.kr/multi/download.jsp?ftbname=TBL_SEMINA&fseq

=505&fcode?3031.

Robin, B. (2008). The seven elements of storytelling. Retrieved 14 October 2008,

from http://digitalstorytelling.coe.uh.edu/7elements.html.
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Robin, B. (2016). The power of digital storytelling to support teaching and
learning. Retrieved December 2016, from http://greav.ub.edu/der/.

Salpeter, J. (2005). Telling tales with technology. Technology and Learning, 25(7),
18, 20, 22, 24. Retrieved May 22, 2007, from http://www.tech
learning.com/shared/printableArticle.jhtml?article ID=60300276.