The art of storytelling has existed for long. Consequently, the means of telling stories have evolved with time from oral stories, scribes, newspapers, television and most recently, the internet. Currently, digital storytelling blends technology with tradition thus allowing pupils to narrate stories through text and media (Keengwe and Onchwari, 2009). It turns a series of events to a multidimensional experience and encourages research.
Due to its ability to motivate and engage, digital storytelling is highly rich in supporting literacy development and languages thus its wide use in early childhood learning. Prekindergarten-3 children can make a digital story in various ways including taking pictures using a digital camera, drawing and scanning images, acting out scenes, and narrating stories using their own words. When such young learners participate in the creation of a digital story, the exercise becomes highly meaningful and, therefore, a highly effective teaching and learning tool (Keengwe and Onchwari, 2009). It is worth noting that prekindergarten-3 children tend to grasp and memorize events presented visually in the classroom more than what is verbally communicated by the teacher. Digital storytelling is thus a useful learning tool for prekindergarten-3 students since it utilizes beautiful images that excite children of that age (Keengwe and Onchwari, 2009).

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Numerous presentation tools and websites make the production of digital storytelling easy for prekindergarten-3 teachers. They provide examples, avatars, step-by-step instruction, and easy to use features to allow anyone use their video clips, digital pictures, record and incorporate sound effects, music, and voices to create a digital story. Besides, the tools enable one to add text and effects to enhance the drama.

Digital storytelling is key for social change among prekindergarten-3 pupils. It helps these children to acquire and develop self-confidence that enables them to express themselves more through the exclusive combination of pictures, images, voice and video recordings to be used in classroom lessons (Keengwe and Onchwari, 2009).

    References
  • Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209.