In this paper, the aim is to provide a basis for research in the area of digital storytelling (DST) in educational context in Turkey through an overview of the current situation. Accessed through a descriptive survey method, 12 theses and 15 articles were examined with content analysis in this paper. As a result of this analysis, it is likely to say that DST in educational context in Turkey mostly focuses on the digital aspect rather than the storytelling component and sharing life experiences is not in the core of most work. The collaborative workshop-based nature of the practice is mostly not considered necessary as long as a digital story is produced. In this respect, there is a tool-based approach besides the confusion between DST and multimedia practices. Although it is mentioned that DST might have a role as a tool for reflection and self-expression, none of the studies examined, mentions about sharing experiences. Another major finding is that there is limited understanding about the workshop-based nature of digital storytelling as well as the facilitation process by facilitators who had participated in a DST workshop themselves, experienced the process and developed a first-hand understanding about the process. These findings point to an approach problem regarding the use of DST in educational context in Turkey. This problem concerning the approach seems to be spreading not necessarily being limited to a single case where an interdisciplinary perspective and literature is missing. In this respect, this study aims to widen the understanding about the collaborative and co-creative nature of workshop-based digital storytelling practices.