The purpose of this study is to examine how the use of digital storytelling (DST) in teacher
education can help develop digital competence in secondary school English as a second
language (ESL) student teachers, and promote the innovative use of information and
communications technology (ICT) in ESL teaching. Following a case methodology and a
design-based research approach, the study reports on two iterative design cycles of a DST
workshop held at a Norwegian teacher education program where the aim was to promote
secondary ESL student teachers’ digital competence and showcase innovative ways of
integrating ICT into ESL teaching. A digital competence model is used as a research lens for
the data analysis where data come from a quantitative survey, participant observations,
reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number
of approaches that can be used in the workshop design such as modeling ICT integration and
assessment, scaffolding student-active learning experiences with ICT, and linking theory and
practice through reflection. Implications for teacher education are discussed
