The process of digital storytelling allows basic writers to take a personal narrative and translate it into a multimodal and multidimensional experience, motivating a diverse group of writers with different learning styles to engage more creatively and meaningfully in the writing process. Digital storytelling has the capacity to contextualize learning and provide opportunities for self-directed learning. Although digital storytelling--as a tool to practice basic writing skills--is relatively new, the outcomes are encouraging for writing instructors to incorporate a digital storytelling activity as part of the curriculum. In this article, we share how we applied Mishra and Koeler's Technology Pedagogy Concept Knowledge (TPCK) theoretical and conceptual framework to facilitate the process of integrating technology to content and pedagogy as we designed and implemented a digital storytelling assignment in our writing classes with 20-25 students. Digital storytelling is the art of expressing a compelling story through the use of digital tools such as images, recorded narrative, text, music, and video.