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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
