This study introduces the concept of practical relevance of reflection upon learning experiences at the graduate level by practicing or soon-to-be practicing teachers. Practical relevance encompasses the idea that as teachers think more deeply about topically relevant matters, their reflections on experiences can be deemed more relevant to their practice. A mixed methods approach was employed to devise and test a measure of the concept. The measure was applied to reflections created through traditional and twenty-first century multimedia approaches, namely journals and digital stories, by teachers attending a space- science education conference as a group. Practical relevance values for the two types of reflection were compared. Results indicate that practical relevance values inferred from digital stories met or exceeded those inferred from journals for 76% of participants (n=34). In addition, two of five factors used to compute a multiple regression were found to predict practical relevance with statistical significance. Results suggest that digital storytelling is a viable and possible alternative reflection vehicle for some twenty-first century teachers, particularly if factors predicting practical relevance can be better understood. More work is warranted on these counts as digital options expand for teachers and teacher preparers.