Exploring the Effectiveness of Digital Storytelling as a Pedagogical Tool in Early Primary Education Classrooms

Abstract

The integration of digital storytelling (DST) in early primary education has gained significant attention as a promising pedagogical tool that enhances students' engagement and learning outcomes. This study aims to explore the effectiveness of digital storytelling in primary school classrooms, focusing on its impact on both student creativity and literacy development. By reviewing recent literature and conducting a series of classroom interventions, the research investigates how DST influences the cognitive and emotional aspects of learning in early primary education. The findings highlight that DST not only improves students' narrative skills but also fosters a deeper understanding of subject matter through interactive and multimedia elements. This paper further examines how teachers can leverage DST as a tool to cater to diverse learning needs and create an inclusive learning environment. Ultimately, this study contributes to the growing body of knowledge on digital pedagogy and provides evidence-based recommendations for integrating DST in primary school curricula.