Engaging students in difficult to visualize science content can pose a challenge for science teachers. This pilot study sought to understand teacher (n = 15) and student (n = 11) perspectives when science content was taught through a traditional approach compared to when it was taught using the Esri’s ArcGIS Story Maps digital platform. This platform is an evolving tool that allows end users including educators, researchers, industry professionals, and students to explore a topic through images, videos, interactive maps, data, figures, and text. In the present study, lesson plan and Story Map about a thin-layer placement marsh restoration technique were created. After instruction, teachers and students were interviewed to understand their perspectives on digital learning and to gain feedback on the two learning tools. Results indicated that this type of technology integration needs to be purposeful and strategically utilized. This study illustrates the difficulties with utilizing technology in the classroom, and it also highlights the benefits for teachers and students when technology is used in a strategic manner. By better understanding student and teacher perspectives on digital learning, we can provide useful resources to assist teachers in quality science education.