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170 | Digital Media and Storytelling in Higher Education
In addition, the integration of DST into training allows students to become
acquainted with a project-based activity method based on the use of digital
tools, whose skill- and personality-developing effects they can experience
for themselves and later incorporate as a learning management strategy into
their own methodological repertoire. The method also promotes cooperation,
communication, and problem-solving skills, as well as helping students to
become acquainted with one another. As DST can be used to develop all three
components of the TPCK model, it is highly recommended to include it in
the methodological training of teachers (Robin, 2008). Pre-service teachers’
knowledge of subject content can be deepened through source research, while
their pedagogical-methodological knowledge can be enriched by learning
about cooperative and individual learning and the role of the teacher as a
facilitator. Furthermore, technological knowledge can be enhanced by learning
about different software. This can be seen in a study by Sancar-Tokmak et al.
(2014), who developed the skills and knowledge of their pre-service teachers
in real education by using DST for the teaching of topics from the Turkish
National Curriculum.
Australian trainers used DST to prepare pre-service teachers for real-life
teaching situations, developing resilience and providing them with a set of
examples of risk situations, as well as strategies for coping and protection
(Ng & Nicholas, 2015).Students can also experience how DST can be used
to process subject content. It can be applied to healthy lifestyle education,
environmental awareness (Kasné Havas, 2017), and to discuss moral dilemmas
(Lanszki, 2015b). DST can also be used to summarise a larger learning unit
of any subject (Töth, 2017), but it can also play an important role in archiving
the values of small local communities (Péter & Vass-Eysen, 2017). In history
and literature lessons, it can also be used in the form of role-playing by
putting students in the shoes of great personalities (Molnarné Köver, 2017;
Weil, 2017). Schank (1999) argued that teaching historical events in schools
is more effective if students can recall family dilemmas and events or are put
in decision-making situations in simulated situations. Schank was convinced
that schools should engage students in case analysis since knowledge is found
in life situations, not in facts - hence the teacher must be a good storyteller
and the student a good story analyst.
3.2 Psychologist Training
Storytelling is not only an important learning activity for children. The
situations and problem-solving episodes in narratives are also a model for
adults in their everyday lives. Péley (2013) argues that the practice of diagnosis
and therapeutic processes can be renewed by combining psychotherapy with
a narrative approach.