This paper presents results of a research study conducted at the University of Houston, in which a group of in-service elementary, middle, and high school teachers learned to use digital storytelling through a series of summer workshops conducted by university faculty and graduate students. The study investigated the teachers' use of digital storytelling in their classrooms, what effects this use had on students, and what problems arose that prevented implementation of digital storytelling in the classroom. The study results suggested that, even though almost all of the teachers' perceptions about using digital stories in the classroom were positive immediately after the workshops, in practice, more than half of the teachers did not continue to use digital storytelling during the implementation period. Teachers who did use digital storytelling reported positive effects on student performance, an increase in 21st century skills, and increased motivation and engagement levels in their students.
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