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International Journal of Educational Leadership Preparation


: A study regarding students’ perceptions of digital storytelling as a learning tool was conducted in the fall of 2012. The population consisted of 12 students participating in an Administrative Theory course as part of their doctoral program in K-12 or higher education administration at a Carnegie Doctoral Research University in Georgia. During the eight-week course, students created digital stories that synthesized an autoethnography with leadership theory using Bolman and Deal’s (2011) four-framework approach to leadership. This allowed students to demonstrate the practice of continual reflection and assessment, a commitment to technology, diversity, and in-depth understanding of the knowledge and skills required of educational leaders. The purpose of this non-experimental qualitative study was to examine student’s perceptions of utilizing digital storytelling in educational leadership coursework. The research question was: What are students’ perceptions of digital storytelling as a tool for learning in Educational Leadership coursework? Findings are arranged by the 4 themes which emerged from the analysis of the data; assignment components, learning, identity development, and class cohesion.


This NCPEA Publications manuscript is a contribution to the Open Educational Resources (OER) movement and freely available to the world education community at large. This manuscript may not be used commercially or edited. When quoting portions of this text, attribution to the author/s is required. Article originally published and obtained at International Journal of Educational Leadership Preparation.