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130 | Digital Media and Storytelling in Higher Education is characterized by an effective, assertive and ethical approach. Technologyintegrated teaching and learning, therefore, presuppose certain teacher and student competencies, access to technology and a high level of tool use. In order to facilitate teacher planning, a number of models and concepts have emerged. In the following chapters, those models are presented which can connect to teaching and learning through storytelling and digital technology. However, before reviewing the models, we will situate narrative creation using digital tools within the framework of two approaches based on recent theories of learning, constructivism, and connectivism, and summarize the results of empirical research that has investigated the impact of digital narrative creation. CHAPTER 1. DIGITAL FORMS OF STORYTELLING IN THE LIGHT OF CONSTRUCTIVIST AND CONNECTIVIST LEARNING THEORIES Traditional and new learning strategies can coexist and do not need to be mutually exclusive. Many aspects of teaching, such as the prior knowledge of learners, heterogeneity of the learning group, the purpose of teaching, the content of the curriculum and the digital infrastructure, have a major influence on what strategies a teacher adopts. Oral knowledge transfer, as well as the illustrative presentation and creation of visual, verbal, and audiovisual narratives have their place in the classroom. However, the creation of digital narratives can most relevantly be interpreted by the approaches of constructivism and connectivism. Construction means the building of something and the putting together of parts. Even the general meaning of the word has a dual significance in terms of the creation of digital narratives, as it means both the construction of a narrative structure from various elements and the active shaping of the narrative with digital tools. Papert (1993) used the term construction as a synonym for creation, mainly in a didactic context, specifically in the context of tool use. The essence of constructionism, in Papert’s sense, is that learners construct and develop their creative knowledge by creating and using elements rather than by following the teacher's instructions. K6falvi (2006) contrasted the constructivist learning environment with the traditional learning environment. He characterized the latter approach as having the teacher fulfilling the role of an active knowledge mediator at the center of the teaching-learning process, while the students’ task is passive reception, memorization, and reconstruction of primary knowledge. In contrast, K6falvi viewed constructivist learning as a shift in the roles of teacher and student, implying a relationship in which the teacher is the organizer of knowledge acquisition while the students themselves organize the knowledge content. Thus, cognitivist constructivism is a model of learning
