Digital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author's narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and allows teachers to adopt innovative and improved teaching methods. Storytelling is a proven and popular pedagogy, while digital storytelling is relatively recent and still seldom used in the setting of early childhood education. Using a case study of a storytelling–art–science club in Jakarta, Indonesia, the researcher explored how and why digital storytelling is used in early childhood education. This club is one of the few organizations that use digital storytelling for teaching and learning programs in early childhood. Data were collected qualitatively using in-depth interviews with four teachers, document analysis, and twice-observations of storytelling activities in each session with 35 and 37 children. The collected data were analyzed using analytical memoing methods. The results indicate that teachers in this club used digital storytelling for several important reasons. They claimed that simple digital technology made storytelling more entertaining, captivating, engaging, communicative and theatrical. This study suggests that the ability of teachers to use digital technology should be enhanced; schools' information and communication technology (ICT) devices should be equipped; some funding should also be allocated by the government to modernize school equipment; while the curriculum should be tailored to meet technological developments, and provide opportunities for children to learn how to make good use of technology.

数字讲故事将古老的讲故事艺术与一系列当代工具相结合，将故事与作者的叙述声音（包括数字图像、图形、音乐和声音）编织在一起。数字讲故事既作为一种教学方法，又作为一种学习资源，已以多种创新方式应用于各级教育。数字讲故事支持学生学习，并允许教师采用创新和改进的教学方法。讲故事是一种经过验证且流行的教学法，而数字讲故事相对较新，在幼儿教育中仍然很少使用。研究人员通过对印度尼西亚雅加达一个讲故事艺术科学俱乐部的案例研究，探讨了如何以及为何在幼儿教育中使用数字讲故事。该俱乐部是少数几个使用数字故事讲述幼儿教育和学习项目的组织之一。通过对四位教师的深入访谈、文件分析以及对每节 35 和 37 名儿童讲故事活动的两次观察，定性地收集了数据。使用分析记忆方法对收集的数据进行分析。结果表明，该俱乐部的教师使用数字讲故事有几个重要原因。他们声称，简单的数字技术使讲故事变得更加有趣、迷人、引人入胜、具有交流性和戏剧性。本研究建议，应提升教师使用数字技术的能力；学校应配备信息和通信技术（ICT）设备；政府还应拨出一些资金用于学校设备现代化；而课程则应适应科技的发展，并为孩子们提供学习如何善用科技的机会。