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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 toolrelated 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.
