ABSTRACT
This chapter examines the use of digital technology in the teaching of narrative texts as part of the Indonesian secondary-school curriculum. The digital photo story is a way to introduce students to different modes and use them to improve their English ability. The use of digital photo story in the educational domain has been well-documented. The chapter establishes that drafting and negotiating the multimodal activities as a challenge for the students. As a matter of fact, framing the language use was the most challenging part of the project. The main role of the teacher in this project was monitoring the whole learning process. The most important role of the teacher in the learning trajectory was to facilitate a safe environment for students. The digital photo story enhanced students' responsibility and critical thinking skills regarding their own learning. The students worked collaboratively to perform digital photo story tasks, which proved that digital photo story had improved students' learning autonomy.
