Digital Storytelling Finds Its Place in the Classroom
http://www.infotoday.com/MMSchools/jan02/banaszewski.htm

Banaszewski, T. (2002).

Tom Banaszewski gives a detailed description of the digital storytelling process used in his 4th and 5th grade classroom. While the technology enabled students to develop and share a clear, effective story, the author insists the technology was always secondary to the storytelling. Banaszewski gives examples of how he structured the process from beginning with an outline answering specific questions, adding visual images, peer coaching through the production phase, and story coaching to provide a positive classroom environment. This story coaching approach was adapted from storyteller Doug Lipman and gives students an opportunity to share their story, receive cool and warm feedback, and then give the author an opportunity to ask questions.

Banaszewski found it important to model this process to his students. Just like sharing stories presents risks for students, the teacher should share a story of his own. He also recommends starting with a class story that can be created collectively. Interestingly enough the author began teaching digital storytelling with 3 Macs and now has 20 macs in his classroom but it still requires the same amount of time…about 6 months. He also discusses the classroom management issues that teachers must deal with while creating these stories. The most important advice he gives is that the teacher must surrender a great deal of control allowing students to become their own director.

Digital Storytelling in the Language Arts Classroom
http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf

Bull, G., & Kajder, S. (2004). Learning & Leading with Technology, Volume 32 Number 4, pages 46-49.

Bull and Kajder elaborate on their view that the focus in Digital Storytelling in the language arts classroom should be on the writing and communication process rather than on the technology used to create the stories. They discuss the Center for Digital Storytelling's popular Seven Elements of Digital Storytelling in detail and describe strategies that can be used in the classroom and conclude with a summary of the benefits of this technology teaching method with a variety of different learners.

Constructing Digital Stories
http://www.eric.ed.gov/PDFS/EJ697311.pdf

Bull, G., Kajder, S., & Albaugh, S. (2005). Learning & Leading with Technology, Volume 32 Number 5, pages 40-42.

This follow-up article to the previous one by Bull and Kajder (described above), provides seven steps to creating a digital story. It also recognizes the importance of careful planning when using digital storytelling in the classroom and discusses how students' learning skills are enhanced by using digital stories.

Telling Tales with Technology
http://www.streetside.org/news/press/article-021505.htm

Salpeter, J. (2005). Technology and Learning (25)7, pages 18, 20, 22, 24.

In this article, Judy Salpeter discusses how educators have used the Center for Digital Storytelling's model to train teachers and students to create digital stories that support instructional activities inside the classroom as well as in the community. The article also includes links to a number of digital storytelling websites that will be of interest to educators.

Beyond Words: The Craftsmanship of Digital Products
http://www.digitales.us/files/BeyondWordsISTE.pdf

Porter, B. (May, 2006). Learning & Leading with Technology

In this article, Bernajean Porter provides strategies for digital storytelling that allow students to use multimedia tools to create and share their stories. The goal for teachers is to guide their students to learn the ability of effective communication.