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Part IV. Storytelling and Learning in the 21" Century ] 151
the use of digital technology. Ihe model presents the competency areas for
a 21"-century educator in a standard matrix. Based on this framework, the
instructor continuously develops the skills needed to support students by
participating in professional networks and learning about the latest research
findings in education; in addition, as a student group leader, he or she
provides free access to digital tools and communicates ideas about the use
of digital tools to decision-makers. At the same time, the educator is a digital
citizen who supports students in their critical, responsible, and ethical online
activities and develops their digital and media literacies. Ihe instructor is
involved in the whole learning process and plans the use of digital tools that
support active and deep learning. In addition, the instructor also chooses
the appropriate digital tools to facilitate creative processes and measurement
evaluation (Crompton, 2017). To create digital narratives, the instructor
reguires all ISTE competencies for educators, as communication, assessment,
and often creation are also realized through collaborative platforms that
the instructor needs to navigate. At the same time, it is important to draw
students attention to the ethical and critical selection of resources, but also
to the ways in which content can be ethically shared in digital products and
what copyright and privacy aspects should be considered when publishing
a digital artifact online (Lanszki, 2021).
The ISTE student competency list (Brooks-Young, 2017) fully covers all
the skills needed to create digital narratives. Students are actively involved in
the whole process as they make decisions and collaborate while using digital
platforms. In addition, students should be familiar with the rules of ethical
data use and secure data storage. It is also important to be able to develop
their own research strategies based on their plans regarding the design and
creation of their products. In doing so, they learn how to communicate
creatively with the outside world and their peers and how to engage in further
online collaborations.
Numerous empirical studies have demonstrated that the development of
these competencies can be realized in complex digital narrative processes such
as DST. It encourages the development of 21"-century skills such as information
literacy, media literacy and visual literacy, and also encourages students and
teachers to express their views. DST also develops research, word processing,
organizing, presentation, and problem-solving skills. Ihe positive effects of
DST on performance and problem-solving ability have been proven by the
results of several studies (Yang and Wu, 2012; Xu et al., 2011; Hung, et al., 2012).
During the learning process, the student determines the pace of his or
her individual creative work, which can contribute to the development of
effective, independent learning strategies and the development of social skills
(Lanszki, 2016a). In a study focusing on the public education context, ninth¬
graders positively perceived the opportunities for learner autonomy realized
through active learning during DST (Lanszki g Papp-Danka, 2017). Sadik
(2008) also considered that the main advantage of DST is that creators are