Writing personal narratives provides students with additional techniques for making deeper connections to subject matter. Content-related narrative development offers a departure from the traditional methods of teaching and learning and enables students to construe meaning individually and make deeper connections with subject matter content. By purposefully integrating storytelling into the curriculum, teachers promote academic- and self-efficacy, empowerment, and community-building opportunities and advance their own professional development. The Content-Related Digital Storytelling (CoRDS) model provides teachers with a pedagogical tool that works in concert with other subject matter approaches and allows students to access their analytical and creative faculties to demonstrate understanding or reveal gaps in their knowledge. When creative works that result from the CoRDS process are shared, they become authentic, reusable classroom artifacts.
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This study examined teacher-learners’ reflections about the use of video production in their K-12 classrooms for evidence of content learning, the factors facilitating teacher use of video production, and the challenges teachers reported. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. Challenges faced by teachers included issues related to equipment, logistics, and time. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.