Abstract: A combination of video, Internet-based digital storytelling and decision-making were designed to integrate primary source interpretation and use by students in telling digital stories. Three middle school pilot sites: a wealthy suburb of New York City, a post-industrial New England city, and a somewhat median school district housed the week-long intervention. Quantitative and qualitative findings showed greatest results for students in the lowest SES and highest ESL populated school. By comparing school demographics using GIS, issues of student population and technology accessibility are discussed.