Seite 152 [152]
OCR
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, ninthgraders 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
