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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 technologicalpedagogical 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.
