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Part IV. Storytelling and Learning in the 21" Century ] 137 (Cooper, 2016). Similarly, Canadian students (n — 24) in grades 5-6 showed a significant increase in self-confidence during sessions involving collaborative work and technology use, which had a positive impact on various other learning processes (Campbell, 2012). DST was also shown to help overcome the shyness of Thai students (n = 50) who found it very difficult to speak English and therefore had previously struggled to develop their speaking skills in their language classes. In their digital story, they were able to express themselves freely, and after seeing each other’s films, they began to talk about the films with more courage and confidence. The students worked on the topic independently and had the vocabulary to discuss the related topics. Their self-confidence and, in turn, their motivation showed a clear increase (Somdee & Suppasetseree, 2007). The abilities to analyze, contextualize and categorize new knowledge are fundamental to the learning process. The evaluative and analytical dialogues that accompany the DST process provide learners with the capability to discuss and analyze their resources as well as the work of themselves and others. Integrating DST into learning processes also helps to develop analytical skills (Cole, Street & Felt, 2013; Karakoyun and Yapici, 2016). CHAPTER 3. DIGITAL STORYTELLING AND BLOOM’S TAXONOMY The complexity of digital narrative construction can also be modeled by Bloom’s Taxonomy (1956), which describes the target system for teachinglearning in terms of cognitive, affective and psychomotor development. Bloom has assigned operational domains to the teaching-learning objectives that are hierarchically interrelated. ‘Remembering’ is the lowest level, followed by ‘understanding, then ‘applying, ‘analyzing; and ‘evaluating’; at the top of the pyramid is ‘creating. The taxonomy has been modified several times, with each iteration thematizing the learning objectives in the context of the traditional school learning environment. Turcsanyi-Szab6 (2012) interpreted Bloom's taxonomy in the context of a teaching and learning environment supported by digital tools based on Anderson et al’s modified model (2001). She rationalized the learning activities based on the extended and revised versions of Bloom's taxonomy (Figure 11). The hierarchy of the use of digital tools is clearly outlined in the system of activities assigned to students’ actions.
