Digital storytelling in pre-service teacher training: Educational potentials and limits

Abstract

This article presents the results of a pilot study conducted at Ca’ Foscari University, in which a group of teachers in pre-service education (lower and upper school) pioneered the use of digital storytelling, through a workshop.
The study aimed to explore and examine the perceptions and reflections of teachers in the use of Digital Storytelling, on its possible application in the classroom, and finally the possible obstacles that could hinder its use. The results of this research suggest that, although almost all teachers involved have positive feelings about the use of digital storytelling, half of them reported the presence of substantial barriers to its effective and continuative
application (such as availability of time, curriculum’s limits, limited
access to technology, and the situation of the overall school system ). This outcome was recorded in spite of the teachers declaring to be positively affected by the method, and that they noticed an improvement in their professional skills together with a higher level of motivation and commitment.