Original Research

Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

A. Tiba, Janet Condy, Agnes Chigona, Nyarai Tunjera
The Journal for Transdisciplinary Research in Southern Africa | Vol 11, No 1 | a33 | DOI: https://doi.org/10.4102/td.v11i1.33 | © 2015 A. Tiba, Janet Condy, Agnes Chigona, Nyarai Tunjera | This work is licensed under CC Attribution 4.0
Submitted: 24 February 2016 | Published: 30 July 2015

About the author(s)

A. Tiba, Cape Peninsula University of Technology, South Africa
Janet Condy, Cape Peninsula University of Technology,, South Africa
Agnes Chigona, Faculty of Education at Cape Peninsula University of Technology, South Africa
Nyarai Tunjera, Cape Peninsula University of Technology, South Africa

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It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.


Technology; digital storytelling; technology integration; multimedia; pedagogy; digital native; pre-service teachers


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