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Despite the many advantages digital storytelling (DST) brings to education, it faces many challenges and barriers that impede its seamless integration and effectiveness in learning. Addressing these challenges necessitates collaboration among researchers, educators, policymakers, technology providers, and other stakeholders to cultivate supportive environments for DST in education. Overcoming these barriers will enable educators to leverage DST effectively, enhancing student engagement, creativity, and learning outcomes.
Lack of Adequate Access
Lack of Adequate Access
The digital gap persists as a significant obstacle in numerous K-12 classrooms, particularly in schools serving underprivileged communities (Rohloff, 2021). Access to digital devices and the internet is not uniform among students. Even those with some access may not have adequate access, which means having “internet service both at home and at school that is enough megabits per second (Mbps) … and the digital tools” (Rohloff, 2021, p.33). These discrepancies in technology access impede the effective implementation of DST initiatives.
Technological Barriers
Technological Barriers
Lack of digital Literacy
Lack of digital Literacy
Students and educators might not possess the requisite skills to craft and interact with DS content proficiently, resulting in prolonged implementation phases. Quah and Ng (2022) noted that pre-service teachers lacked familiarity with educational applications, necessitating training periods of at least two months. Students may encounter difficulties navigating digital tools and platforms without adequate training, diverting attention from the narrative's subject matter to mastering the technology itself (Quah & Ng, 2022).
Technical Issues
Technical Issues
Issues with technology, like software bugs, network connectivity problems, and hardware limitations, can create obstacles when integrating DS authoring tools into the classroom (Quah & Ng, 2022). These technical difficulties can potentially frustrate both students and educators, disrupting the smooth execution of DS projects.
Time and Resources Constraints
Time and Resources Constraints
Incorporating DST into the curriculum necessitates dedicating time to training, planning, implementation, and assessment, which many teachers find scarce (Rohloff, 2021). Crafting digital stories encompasses various stages, spanning from generating ideas to showcasing the final product, rendering it a time-intensive endeavor (Kirikci et al., 2020; Quah & Ng, 2022). Given the myriad educational demands, teachers grapple with time constraints, posing challenges to integrating innovative teaching methodologies.
Locating suitable multimedia content for digital stories while adhering to copyright laws can present difficulties (Quah & Ng, 2022). Additionally, insufficient access to the requisite professional development opportunities is highlighted as the primary challenge by teachers, as noted by Rohloff (2021). Moreover, implementing DST initiatives may necessitate investments in technology and instructional materials. Limited resources can thus act as a barrier for schools and districts aiming to integrate DST into their curriculum.
Language and Cultural Barriers
Language and Cultural Barriers
According to Quah and Ng (2022), integrating DST into a non-English classroom setting poses challenges. The prevalence of DST tools and resources in English may hinder accessibility for non-English speaking students, highlighting the need for educators to be mindful of cultural and linguistic diversity when designing DST projects.
Language Proficiency
Engaging in digital storytelling typically requires crafting content in a specific language. Students lacking proficiency in that language may encounter difficulties comprehending or articulating their thoughts, thereby restricting their engagement and educational achievements.
Cultural Relevance
Storytelling has deep cultural roots, with themes, symbols, and narratives that vary greatly among cultures. Content that lacks cultural sensitivity or relevance may struggle to connect with students from diverse cultural backgrounds.
Content Sensitivity
Narratives frequently delve into sensitive subjects like religion, politics, or social matters. Cultural norms and values can shape the acceptance of specific content, potentially sparking conflicts or controversies.
Pedagogical Approaches
Various educational systems and teaching methods may prioritize specific storytelling formats. Effectively integrating digital storytelling demands harmony with prevailing educational practices and goals, which can differ across cultures.
Students' Academic Development
Students' Academic Development
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Limited Rigorous Studies
Limited Rigorous Studies
While educational DST literature often presents a positive outlook on outcomes, Wu and Chen (2020) highlight the potential influence of the novelty effect (where students initially show heightened interest and effort in response to new technology) and the drawer effect (where negative or insignificant results are less likely to be published). These effects may have contributed to the seemingly optimistic portrayal due to a lack of robust studies. Thus, there is a pressing need for more rigorous research to better substantiate claims of predominantly positive findings.
References
Erdogan, E. (2021). The impact of digital storytelling on the academic achievement and democratic attitude of primary school students. Educational Policy Analysis and Strategic Research, 16(1), 427. https://doi.org/10.29329/epasr.2020.334.22
Kirikci, A. C., Cigerci, F. M., & Arikan, I. (2020). Use of digital storytelling in the 4th grade social studies course.International Online Journal of Educational Sciences, 12(5)https://doi.org/10.15345/iojes.2020.05.008
Quah, C. Y., & Ng, K. H. (2022). A systematic literature review on digital storytelling authoring tool in education: January 2010 to January 2020. International Journal of Human–Computer Interaction, 38(9), 851-867.
Rohloff, L. M. (2021). Obstacles K-12 Teachers Face with Using Digital Storytelling in Their Classrooms (Doctoral dissertation, University of Wisconsin--Stout).
Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786.
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