In today’s rapidly changing technological landscape, traditional approaches to history education often fail to engage students or connect the subject to their lived experiences. The reliance on rote memorization and linear narratives overlooks the interpretative and critical dimensions of historical inquiry, leaving students disengaged and disconnected from the relevance of the past (Lévesque, 2008; Wineburg, 2001). Such methods frequently fail to promote critical thinking and a deeper understanding of historical contexts (VanSledright, 2011).

By contrast, technology-driven methods, such as student-created digital documentaries, offer an innovative approach to revitalizing history education. These methods promote meaningful inquiry, foster critical thinking, and enable students to contextualize history within modern realities (Hofer & Swan, 2008; Swan, Hofer, & Levstik, 2007). Historical documentary films have also been found to improve learning outcomes by presenting historical content in an engaging and contextually rich manner (Marcus & Stoddard, 2009).

This study examines the integration of digital storytelling as a pedagogical tool in high school history education, focusing on a student-created documentary about the historical Chronakis House in Heraklion, Crete. Originally the konaki (mansion in Turkish) of Rasih Bey Asprakis, later bought from Chronakis, was built after the 1856 earthquake in the Ottoman district of Sultan Ibrahim. The documentary project, part of the cultural program Tracing Common Architectural Elements: Heraklion-Istanbul, provided students with the opportunity to explore shared architectural heritage and connect local history to broader themes of cultural identity.

Students took on diverse roles during the project, including researchers, scriptwriters, filmmakers, and presenters, engaging deeply with primary sources, oral histories, and archival materials. The resulting 8-minute and 18-second documentary presented the house’s intricate architecture and historical significance through a combination of visual storytelling and expert interviews. Reflections from students captured the emotional impact of engaging with historical monuments, emphasizing the value of experiential learning.

The project embodied the principles of Authentic Intellectual Work (AIW)—knowledge construction, disciplined inquiry, and value beyond school—by encouraging students to analyze historical evidence, synthesize diverse perspectives, and create narratives with relevance beyond the classroom (Newmann, Secada, & Wehlage, 1995; King, Newmann, & Carmichael, 2009). By reducing the cognitive load often associated with memorization-heavy history lessons, the project allowed students to engage with the socio-economic context of the Ottoman period and develop an appreciation for cultural heritage preservation.

Despite its promise, the project highlighted challenges in implementing such approaches, including limited instructional time, rigid curricula, and standardized testing pressures. Teachers required support to navigate these constraints, such as scaffolding research tasks and building interdisciplinary collaborations (Hofer & Swan, 2008). Partnerships with local organizations also proved instrumental in providing resources and enriching the learning experience.

The study’s findings underscore the transformative potential of integrating digital documentaries into history education. Students not only developed critical skills such as research, communication, and digital literacy but also formed deeper connections to their community’s past. The project demonstrated how local history can serve as a gateway to exploring broader historical themes, fostering a sense of identity and belonging while bridging the gap between classroom learning and real-world applications (Lévesque, 2008; Marcus & Stoddard, 2009; VanSledright, 2011).

By providing a model for integrating digital storytelling into history education, this study contributes to the ongoing discussion about the role of technology in fostering meaningful, inquiry-based learning. It highlights the importance of innovative teaching practices that prepare students for the intellectual challenges of an increasingly interconnected world, emphasizing that history is not merely a subject to be memorized but a dynamic field of inquiry that shapes our understanding of the present and future.

This study adopted a qualitative, project-based approach to explore the impact of digital storytelling on high school students’ engagement with local history. The project revolved around creating a student-led digital documentary, Chronaki’s Residence - A Look at the Past, aiming to integrate historical research with multimedia production. Grounded in the principles of Authentic Intellectual Work (AIW), the project emphasized knowledge construction, disciplined inquiry, and real-world relevance (Newmann, Secada, & Wehlage, 1995; King, Newmann, & Carmichael, 2009). Participants and Context Participants included 47 high school students from Heraklion, Crete, engaged in the cultural program Tracing Common Architectural Elements: Heraklion-Istanbul. The program promoted the exploration of shared architectural heritage while promoting an appreciation for the cultural and historical significance of monuments. Students took on diverse roles, including researchers, scriptwriters, narrators, filmmakers, and producers, providing them with a rich interdisciplinary learning experience (Burn et al., 2001; Hirsh-Pasek et al., 2015). Project Design and Implementation The project focused on the Chronaki’s Residence, a 19th-century Ottoman mansion constructed after the 1856 earthquake in Heraklion’s Sultan Ibrahim district. Students conducted research using oral histories, archival materials, and interviews with experts, such as architects from the Service of Modern Monuments and Technical Works of Crete. This research process emphasized disciplined inquiry, enabling students to critically analyze evidence and synthesize historical narratives (VanSledright, 2011). Students collaboratively developed a script that combined factual accuracy with emotional storytelling. Using digital tools, they filmed and edited an 8-minute, 18-second documentary that highlighted the architectural intricacies of the mansion’s interior and courtyard. The documentary incorporated expert commentary and student reflections, bridging historical inquiry with cultural identity. Student-created documentaries facilitate deeper intellectual engagement, encouraging critical thinking and inquiry-based learning (Swan & Hofer, 2013). Data Collection and Analysis Data were collected through classroom observations, student reflections, and feedback from community stakeholders who attended the screening. A qualitative analysis assessed the project’s effects on collaboration, critical engagement, and digital literacy. Findings were evaluated using the AIW framework, showcasing the project’s alignment with meaningful and rigorous student work (Newmann, Secada, & Wehlage, 1995; Burn et al., 2001). Digital storytelling proved effective in bridging the gap between classroom learning and real-world applications, enhancing students’ engagement and learning outcomes (Marcus & Stoddard, 2009; Swan & Hofer, 2013).

The Chronaki’s Residence project demonstrates the transformative potential of digital storytelling in history education. By engaging students in the creation of a documentary, this study highlighted how such initiatives can deepen historical inquiry while fostering critical skills such as research, collaboration, and digital literacy. Rooted in the principles of Authentic Intellectual Work (AIW), the project emphasized knowledge construction, disciplined inquiry, and real-world application, enabling students to produce meaningful work that extended beyond traditional classroom boundaries (Newmann, Secada, & Wehlage, 1995; Robin, 2016). Through contextualizing historical evidence and employing multimedia tools, students effectively bridged the gap between local heritage and broader socio-historical narratives. This method allowed for experiential learning, reduced the cognitive load typically associated with memorization-heavy lessons, and promoted critical engagement with historical content (Shabiralyani et al., 2015; Hirsh-Pasek et al., 2015). Historical documentary films, as seen in this project, have been proven to improve learning outcomes by presenting content in an engaging and contextually rich format (Marcus & Stoddard, 2009). The study also uncovered challenges inherent to implementing such innovative approaches: limited instructional time, rigid curricula, and the pressures of standardized testing posed significant barriers. These challenges underscore the need for comprehensive teacher support, interdisciplinary strategies, and partnerships with local organizations to ensure the success of such projects (Hofer & Swan, 2008; Burn et al., 2001). Student-created documentaries, as evidenced in this study, represent a powerful tool for modern pedagogy. They enable students to experience history as active participants, encouraging a deeper connection to their cultural heritage while developing skills critical for a globalized world (Swan & Hofer, 2013; Marcus et al., 2018). By integrating digital storytelling into history education, educators can inspire students to view history not merely as a subject to study but as a dynamic field that shapes their understanding of the present and future.

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