Center of Digital Storytelling )Lambert, 2002)

Lambert's framework-7 elements-point of view, dramatic question, emotional content, storyteller's voice, soundtrack, economy, pacing

Process is on narration-1.drafts 2.peer review 3.script 4.visuals and videos are combined 5.sharing and publishing

Alexander and Levine (2008), ...open-ended, branching, hyperlinked, cross-media, participatory, exploratory, unpredictable

Centers on -digital images, documents, collaborative conversations

Possiblities: leave comments, in various ways, movie from a webcam, text, doodling tool, write on or annotate a video, can share, can participate, various pedagogical affordances

Affordances-the activities or practices that the function of a technology enables the user to perform (McLoughlin & Lee, 2008)

Affordances include-peer and instructor feedback, can receive comments, control over

Digital Story supports learning and higher order thinking (Nelson, 2006)

Improves writing, language, literacy skills (s (Davis, 2004; Garrety, 2008; Kajder, 2004; Michalski, Hodges, & Banister, 2005)

Reduce the cognitive overload in working memory since information is absorbed through both verbal and visual systems allowing more coding time (Mayer & Moreno, 2002).

Acts as a motivator to sustain student engagement throughout the project (Burn & Reed, 1999).

The process of creating a digital story itself raises student awareness of audience, purpose, and form (Garrety, 2008).

Multimedia/multiliteracy projects not only address different learning styles and modalities, but also help students collaboratively construct knowledge and become active learners.

Web 2.0 stories facilitate building communities of learners and practitioners by creating opportunities for sharing stories and experiences.

digital storytelling ‘‘facilitates the convergence of four student-centered learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into instruction’’ (Barrett, 2006)