This qualitative study explored the lived experiences of urban educators' integration of digital storytelling into supporting instruction, developing students' writing potential, and engaging students that struggle with writing literacy. Interviews, focus group interviews, review of documents, and audio-visual resources were the sources of data for the study. Findings of this study revealed the limitations with using digital storytelling and digital technology due to time and integration, students' struggle to make connections, students lack of digital citizenship, lack of support and supplies from school divisions, and writing and technology training for educators. Recommendations included a study exploring a specific secondary school division's implementation of the trend, a narrative study of writing literacy and the integration of digital technology and its beneficiaries, a comparative study of the relationship between digital storytelling and narratology, a case study on the impact of a school divisions' support and resources towards digital learning, and a mixed methods study of teacher training and professional support as to digital literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]