Introduction

                 P21’s Framework for 21st Century Learning was developed by leaders in the education sector to communicate and highlight the knowledge and skills essential to for promoting the future success for students to excel in the twenty-first century. Digital literacy, communication, collaboration, critical thinking, and problem-solving skills are identified, along with technology skills. Utilizing technology resources is relevant for both enhancing the teaching and learning process, as well as being an effective method for providing students with feedback on learning progress and for the purpose of students to demonstrate comprehension in formative and summative contexts (Bedard-Voorhees, Johnson, & Dobson, 2011). Offering learners with tools that provide the opportunity to demonstrate the ability to access higher levels of thinking by recalling prior knowledge, analyzing, and apply it.

Description of Instructional Methods

            Technology is incorporated into curriculum for many reasons such as to align with student’s learning styles/needs, inspire critical thinking, and support problem-solving skills, therefore; technological tools are similarly beneficial when integrated into the evaluation and assessment process. The DID model is effective for recognizing and addressing the needs of diverse learners in a classroom, along with the various elements necessary to plan, implement, and improve instruction. Along with applying the DID model to design instruction, Bloom’s Taxonomy supports the development of performance objectives. Performance objectives consist of key components for determining student outcomes and articulate the method for assessing students’ execution, and the criterion for measuring success (Lever-Duffy & McDonald, 2015). The goal in constructing this curriculum is to shape a learning environment to align with the P21s vision to stimulate creativity, critical thinking, and allow for collaboration. Also, learning activities must provide the opportunity to strengthen digital literacy, communication, and life skills. These methods and theory support the ability to cultivate this framework while being able to include an effective means for evaluating and or assessing student outcome and gain feedback to improve or modify the teaching and learning process ((Lever-Duffy & McDonald, 2015).  Practice objectives place emphasis what is being taught/learned and identifies how learning will be measured or assessed.

                Constructivism is also incorporated into this particular learning activity, as the learner is to play an active role in the learning process. Digital stories provide the opportunity for the student to interpret prior knowledge and make connections through their own experience and perspective.  Digital storytelling supports Constructivism as a learning theory as it cultivates an authentic and meaningful learning experience for the student (Partlow, & Gibbs, 2003). Additionally, digital storytelling allows students to work collaboratively, reinforce digital literacy skills, and activates critical thinking skills with the ability to express ideas of multiple perspectives. The learner is able to develop views based on their understanding of real world based events, creating a truly authentic experience (Partlow, & Gibbs, 2003). The selected theories and model provide the learner the power think independently and challenge their cognitive abilities that will fortify their abilities as a learner. Digital storytelling establishes and prepares students with vital skills in and outside of the classroom, as the student designs a story using personal meaning and interpretation, rather than one imposed upon by the instructor or other outside influences.