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Part IV. Storytelling and Learning in the 21" Century ] 127
The transformation of pedagogical processes has also been supported
by the digital innovations of the millennium. Digitalization has expanded
the scope of informal and formal education, making resources more easily
accessible from digital databases, providing unlimited visual and audiovisual
content for demonstration, and enabling creative student engagement and
online collaboration through the use of apps and smart devices.
As the changed teaching-learning environment reguires teachers to develop
complex planning and strategies, the integration of ICT tools in education
is fraught with pitfalls. One of the most typical problems is that a significant
number of teachers still only consider the formal educational setting when
organizing the teaching-learning process, and either exclude digital tool¬
related activities from the learning process or limit the use of ICT in the
classroom. The other extreme is when teachers use digital tools in their
teaching without critical reflection, embedding them in methods that are not
linked to any learning-teaching objectives (Molnár et al., 2019). According
to Buda (2017), the biggest problem is that although educators are open
to learning new methods, they know few strategies that they can use to
incorporate ICT tools into classroom activities organically.
The solution is for educators to design pedagogical processes that make
sense of the narrative mode of knowledge transfer and their students’ use of
digital tools in an integrated learning environment. The functions of digital
tools in the teaching-learning process have been complexly modeled by
Komenczi (2004) in his diagram below (Figure 10), which can be used to
characterize the learning environment to the creation of digital narratives.