Seite 148 [148]
Part IV. Storytelling and Learning in the 21" Century ] 147
creative level, is reached when the student uses digital tools to create artifacts
(e.g., infographics or digital stories).
Regarding the instructor, the first level of digital tool integration entails
replacing methods of face-to-face instruction with digital tools, as in the
example of digital word cards to support student concept use or recording
a video lecture using a conferencing application. However, a higher level of
student problem-solving can be achieved by amplifying when the instructor
designs activities not suited for the traditional classroom through the use of
digital tools, as in the case of a teacher asking students to solve problems in
a collaborative document. In many cases, a complete change of pedagogical
approach is required for the instructor to implement complex pedagogical
strategies in an integrated learning environment.
Since the matrix is an effective way to visualize the differentiated technology
use patterns of student and teacher activities, it can also be used in reference
to the integration of digital narratives (Figure 19). At the lowest level of
application, the passive-replacement level, an instructor might deliver a lecture
as a Power Point presentation, which is passively received by the students.
< Text Writing in MS Word
CR C A 4 Meme
Transmedia Storytelling >
C
CREATIVE
« Narrative video game
IT
INTERACTIVE
Scratch Pp
4 Watching a play online
PR
MS PowerPoint presentation
P
PASSIVE
STUDENT’S RELATIONSHIP TO TECH IS
Vlog posts of the instructor >
TEACHER'S USE OF TECH TRADITIONAL PRACTICE
Figure 19. Digital narratives in the PICRAT matrix, based on Kimmons et al.
(2020)
An example of the instructor using amplification is the presentation of
an external narrative not specifically produced for educational purposes