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144 | Digital Media and Storytelling in Higher Education
T
(Technological)
Technological
Pedagogical
Knowledge
selecting the right
software and tools
TECHNOLOGICAL
KNOWLEDGE
using of image, sound and
video editing software,
storyboard, scanner, editing
apps, smartphone camera
P
(Pedagogical)
PEDAGOGICAL
KNOWLEDGE
designing of aim and
learning organisation,
facilitator activities: giving
feedback and help
and voice recorder,
downloading and
upload files, converting
files to other
formats,
TCPK:DST
Pedagogical
Technological Content
Content Knowledge
Knowledge preparing a
using online and timetable
offline databases of
visual, textual and
audio resources
c
(Content)
CONTENT KNOWLEDGE
knowledge of subject content
in line with the curriculum
Figure 16. Teacher competencies needed to implement DST based on Mishra
and Koehler’s (2006) TPCK model (cf. Lanszki, 2018, p. 51)
The pedagogical knowledge (P) required to incorporate DST into the
teaching-learning process includes planning and facilitating the necessary
steps, developing the assessment process and criteria, and developing the
learning organization. Content knowledge (C) involves the selection and
in-depth knowledge of the content in line with the course objectives. At
the intersection of technological (T) and content knowledge (C) are the
image, audio and video resources that require access to digital databases,
whether online or offline. At the intersection of (T) and (P) is technological¬
pedagogical knowledge, which in the case of DST refers to the selection of
tools from the set of digital tools provided by the institution and in possession
of students. And the intersection of (P) and (C) is illustrated in the placement
of DST steps in a thematic plan. The middle of the model, representing the
common intersection of the three sets, is the complex process of DST.