Abstract
This study explores Grade 3 teachers’ experiences of using digital storytelling through Book Creator to support language comprehension in South African Foundation Phase classrooms. The study addresses persistent concerns about learners’ reading comprehension and the need for contextually appropriate digital literacy practices in primary education. Guided by the Technology Acceptance Model (TAM) and Multimedia Learning Theory (MLT), the research examines how teachers’ perceptions of usefulness and ease of use, together with multimedia learning principles, shape their instructional practices and interpretations of learner engagement.
A qualitative research design was employed. Data were collected from six Grade 3 teachers across one public and one independent school using semi-structured interviews and qualitative questionnaires. All interviews were transcribed verbatim and analysed thematically. Findings indicate that digital storytelling with Book Creator enhances learner engagement and supports multimodal demonstrations of comprehension by integrating text, images, and audio. Teachers reported increased learner participation, creativity, and confidence, particularly among multilingual learners and those with varying literacy abilities. However, implementation was influenced by contextual constraints, including limited access to devices, insufficient professional development, time pressures within the curriculum, and varying levels of learner digital literacy.
The study suggests that Book Creator has pedagogical value in supporting inclusive, learner-centred language practices when integrated with structured guidance and adequate contextual support. It provides context-specific insight into teachers lived experiences of integrating digital storytelling in South African Grade 3 classrooms.