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2015 | 4(48) | 376-389

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Designing of the process of creation digital narratives by future teachers

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The article deals with the modeling of digital narratives; its structural components are presented, algorithm for creating digital biographical narratives is described in detail and the possibility of their usage in the training of future teachers is highlighted. It is noted that modern digital technologies have inexhaustible potential for improving the national education system, particularly when they are used by a teacher in the process of creation of active and educational fields of positive potential. Narrative-digital approach to the training of future teachers is characterized. Fostering skills of critical perception of information in the media space, enriching creative activity, and forming skills of creation of figurative world through information and communication technologies are the feature of narrative-digital approach to the training of future teachers. Narrative approach using ICT provides a teacher’s interaction with students, in which the rational-logical and emotional-sensory characteristics of information are transmitted and adopted not only through verbal, but also other information channels with the help of information and communication technologies, which make it possible to extend, enlarge, and renew a range of meanings and colors, resulting in the gaining of new experience. Narrative-digital approach is the usage of digital narratives in the educational process that are integrated combination of narrative and information and communication technologies. Digital narrative – is the author's narrative, which combines digital images, text (verbal, video, music) and creates the most favorable conditions for the transfer of the complete information of the subject and mastering it by expanding channels of perception. The term “digital narrative” may include: digital texts, presentations, stories posted on blogs, Twitter-novels, videos, animated films, video blogs, photo collages, descriptions of events in social networks, gaming quests, etc. Digital narratives are important interactive forms of modern communication, which are immanent in children and parents, students and teachers. The active involvement of future teachers in the learning process of digital narratives creation is a new approach to digital narrative, in which art and digital technologies are integrated and gaining of knowledge and skills is provided. Designing process of training future teachers to create digital narratives has become an important goal of our research. As a result the model of creation digital narratives by future teachers has been devised. A model of creation digital narratives by future teachers implies the existence and implementation of five interrelated components (concepts): axiological-motivational, content, technology-based, praxeological-creative, and result-reflective. Axiological-motivational component is the development of professional and creative competence of future teachers in the process of narrative learning using ICT. Axiological-motivational component of the model highlights features, benefits, values and driving forces of knowledge during narrative learning using ICT. Content component includes educational and informational content, knowledge, ability to create digital (textual, visual, sound, animation and integrated) narratives through the use of information and communication technologies as well as training and education of future teachers to use digital narratives and narrative techniques (dialogue, incentives, description, reflection, multiline plan of a plot for the development of events, characters and gaining experience) in the educational process. Technologically-based component includes technologies used in creating, processing and presentation (publication) of individual or group digital narratives and gives an opportunity to combine different information sources, and present information in flexible and dynamic way. Praxeological-creative component combines technologies of creation and presentation of digital narratives during algorithmization activity that requires consistent implementation of the following stages: Stage I. Choosing digital narrative; Stage II. Designing a plot (script writing); Stage III. Gathering resources; Stage IV. Storyboarding (montage) of digital narrative; Stage V. Final design (adding, recording, completion); Stage VI. Demonstration, evaluation, reproduction. Result-reflective component projects the development of professional competence based on enrichment of creative and ICT competencies and providing educational process with research and creative nature and requires consistent implementation of the next stage: Designed model is variable. The author's model can help to develop a range of competencies, including: intellectual, cognitive, creative, information and communication, media and social competences.



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