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150 | Digital Media and Storytelling in Higher Education the students’ knowledge of the use of the relevant tools and environmental factors such as time, classroom, and technical equipment all influence the quality of the videos (Lanszki, 2019). Previous research has shown that creativity can be developed through the creation of digital narratives. Gresham (2014) conducted an action research study on the impact of DST on the creativity of seventh-grade students (n = 22) in a blended learning environment. An online learning platform provided opportunities for collaboration, the expression of reflections on each other’s work, and peer assessment. Questionnaire-based attitudinal and observational data as well as information from students’ learning diaries showed that DST improved students’ problem-solving skills and their ability to focus on tasks, as well as their risk-taking, flexibility, cooperation and responsibility. Coppi (2016) measured the development of the creativity of 11-year-old students (n = 14) through a pre- and post-test using the Torrance Test of Creative Thinking (TTCT). He found no significant differences in fluidity, flexibility and originality, although positive changes were suggested by the pupils’ metacognitive reports. In a control group study (n = 100), Yilmaz and Goktas (2017) compared the effects of traditional storytelling and storytelling in augmented reality. The study demonstrated that there were significant increases in scores for narrative skills, story length and creativity for the participants that worked in the augmented digital environments. Lanszki (2019) explored teachers’ views on how to develop student creativity by analyzing the content of case studies of teachers using DST (n = 14). The teachers were able to take interpersonal communication, student collaboration, and individual problem-solving to a higher level, and they were also able to develop their students’ critical and flexible thinking skills. The P21 framework covers the key competencies of students in the 21* century, and the Digital Competence Framework for Educators (DigCompEdu), published by the European Union, thematizes the key competencies that teachers need for the labor market. A teacher in the information society must have the core competency to effectively communicate and collaborate digitally with colleagues within the organization and to be constantly trained in the applications required for their practice. Competencies required for teachers also include the abilities to search, modify, and share digital content, as well as to use the tools of online collaboration, learning support and evaluation. The teacher should develop students’ information, and media literacies and problem-solving skills in addition to supporting online collaboration and creative processes (Redecker, 2017; Dringö-Horväth et al., 2020). The practice of receiving and composing narratives in an integrated learning environment can also be interpreted through the use of a large framework. Such competency frameworks have been developed by The International Socielty for Technology in Education (ISTE) for teachers, students, and education leaders. ISTE’s frameworks for educators and students focus on the competencies related to teaching and learning that can be supported by
