The article link that follows is a brief article written by David Jakes. The following article written by Jakes explores the justification in the use of digital storytelling in classrooms as supported by standards and position statements.

Standards-Proof Your Digital Storytelling Efforts
http://www.techlearning.com/showArticle.php?articleID=180204072

Correlation of 21st Century Skills to Digital Storytelling from the North Central Regional Educational Laboratory, the enGauge 21st Century Skills. http://www.ncrel.org/engauge/skills/skill21.htm

21st Century Skills Digital Storytelling Digital Age Literacy Digital storytelling allows a student to be informed and visually literate on numerous levels. Link Inventive Thinking Digital storytelling requires creative, independent, and inventive thinking. Link Effective Communication Digital storytelling involves collaborative, social interactive, and personal communication. Link High Productivity Digital storytelling utilizes cutting-edge, productivity tools to create high quality products and results. Link

Correlation of National Educational Technology Standards for Students (NETS) to Digital Storytelling from the International Society for Technology in Education http://cnets.iste.org/students/s_stands.html

NETS for Students Digital Storytelling 2a. Student understand the ethical, cultural, and societal issues related to technology. Students will have a clear understanding of copyright issues surrounding the use of images in digital stories (LINK TO COPYRIGHT SECTION) 3a. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, Snagit, and other multimedia software to create digital stories. Link 3b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories. 4a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create collaboratively-produced digital stories. Link 4b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, as an examination of historical events, and as stories that inform/instruct. Link

Correlation of National English Language Arts Standards to Digital Storytelling from the National Council of Teachers of English and the International Reading Association http://www.ncte.org/about/over/standards/110846.htm

National English Language Arts Standards Digital Storytelling 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Students will watch digital stories produced by other students, teachers, etc., to build an understanding of new information, of society, of cultures, and for personal enjoyment. Link 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary to communicate effectively with a variety of audiences and for different purposes. Students will write digital stories as personal narratives, examine historical events, and inform/instruct. Link 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts and people) to communicate their discoveries in ways that suit their purpose and audience. Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, examine historical events, and inform/instruct. Link 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer, networks, and video) to gather and synthesize information and to create and communicate knowledge. Student will use Internet Search Tools (e.g., Yahoo Images, Google Images, Ask Pictures, and Picsearch) and Public Domain Websites (e.g., The NYPL Picture Collection Online, Digital History, Picture History) to gather images for the digital stories. Link 11. Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities. Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories that demonstrate new learning through personal narratives, examination of historical events, and stories that inform/instruct. Link 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information. Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, examine historical events, and inform/instruct. Link