Page 142 [142]
Part IV. Storytelling and Learning in the 21" Century ] 141
The psychomotor domain of the taxonomy can be linked to the use of digital
tools, including editing activities. The digital editing operations are first
copied by the students, who then develop optimal manual sequences of
operations, which are then practiced until the practices become automatic.
CHAPTER 4.
DIGITAL STORYTELLING AND THE TPCK MODEL
The digital Bloom's taxonomy has been used to describe student activities
in DST creation. The question then arises as to what skills and knowledge
the instructor needs to facilitate this complex process. A prerequisite for the
creation of any digital narrative is that the instructor is knowledgeable in the
use of the necessary tools in the hardware and software environment. Hülber
(2015) highlights that the implementation of any innovative pedagogical
strategy requires the instructor to take on a guiding and facilitating role in
the background, which calls for a change in approach and methodological
development. The instructor should not focus his or her effort on the
direct transmission of information when designing the process but on
the preparation, management, and evaluation of student activities and the
incorporation of techniques for developing group dynamics.
Mishra and Koehler (2006) created a set model of the competencies
expected of 21*-century educators. Since today’s educators need to take the
specificities of the integrated learning environment into account in addition
to their own pedagogical-methodological and subject knowledge, the authors
added a technology component to Shulmann’s (1987) PCK (pedagogical¬
content-knowledge) model. The ideal mix of teacher competencies and
activities is found at the intersection of the three areas. The ideal educator,
as shown in Figure 15, brings professional content into the classroom using
rich methodology supported by appropriate technology.