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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 (pedagogicalcontent-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.
