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Part IV. Storytelling and Learning in the 21" Century ] 143 Maddin (2011) and Bandi-Rao and Sepp (2014) used the TPCK model to interpret the skills reguired of an instructor who uses the DST approach in his or her lessons. As part of their teacher training, student teachers produced digital stories, which the researchers evaluated according to three broad categories based on the TPCK model. (T), knowledge of the use of technology: — the teacher is familiar with a wide range of technological tools for DST; - the teacher knows how to use both hardware and software easily, appropriately and purposefully to create a digital story; - ifthe teacher cannot solve a specific technological problem, he or she can organize appropriate assistance. (P), pedagogical skills: - how clear the pedagogical goal is; - how structured the timetable is; - how clear the evaluation system he or she has developed is; — what forms of learning organization have been used to achieve learner collaboration (offline and online); - how supportive the teacher’s facilitation is and how constructive his or her communication is. (C), content knowledge based on the digital story: - degree of proficiency in the topic; - level of conceptualization skills; - level of language accuracy; - richness of vocabulary; — the structure and logic of the narrative (Bandi-Rao and Sepp, 2014). The TPCK model can therefore be used to fully describe the teaching background needed by an instructor who wants to use DST in his or her lessons. Technological knowledge (T) is the knowledge of software and applications that are necessary for digital content management. Instructors must be familiar with image, sound, and video editing software, as well as scanning, voice recording and camera applications for smartphones. They should also know how to store, send, download, upload, and convert files to other file formats (Figure 16).
