Digital Narratives as Innovative didactic
strategies for Initial Education teachers
Narrativas innovadoras para las docentes de educación inicial digitales
como estrategias didácticas
Stephanie García-Mera
Universidad
Indoamérica, Quito, Ecuador
Programa de Posgrados, Maestrías en Educación
sgarcia6@uti.edu.ec
https://orcid.org/0009-0006-7123-0083
Marcela Silva-Jiménez
Universidad
Indoamérica, Quito, Ecuador
Programa de
Posgrados, Maestrías en Educación
msilva@indoamerica.edu.ec
https://orcid.org/0009-0007-2048-7054
(Received on: 27/02/2023; Accepted
on: 28/03/2023; Final version received on: 14/06/2023)
Suggested citation: García-Mera, S. y Silva-Jiménez, M. (2023). Digital
narratives as innovative didactic strategies for Initial Education teachers. Revista Cátedra, 6(2), 18-29.
Abstract
The
current situation demands that children from very early ages assume impressive
educational challenges, technology has become essential in the
teaching-learning process. This research work is based on the need to
incorporate digital narratives as learning strategies in early childhood
education, taking into account that teachers today have been beset by new
challenges, as a result of the current situation caused by a post-pandemic. The
present work synthesizes the process of creating a proposal framed within the
new digital logics of teaching. In the following, we will present 1) a
theoretical synthesis that covers the most relevant aspects that support the
proposal within the framework of digital narratives and Storytelling, 2) the
methodology used, which adopts a mixed paradigm of qualitative-quantitative
character shown in the data collection in a delimited sample with the teachers
of the Learning Network Nº1, as well as an interview with the Director of the
Education District 04D01 San Pedro de Huaca-Tulcán; 4) the results obtained
determine that teachers do not apply digital narratives in the
teaching-learning process. Thus, to conclude, the creation of a Storytelling
Web page (Viviendo el ayer) is highlighted, which consists of tools for the
creation of digital narratives and access to the material created for use by
teachers. In addition, this page is considered an easy, eye-catching
instrument, and through it we intend to generate emotions that provide
rewarding experiences to children.
Keywords
Meaningful learning,
innovative strategies, legends,
digital storytelling
Resumen
La situación actual
demanda que los niños desde edades muy tempranas asuman retos educativos impresionantes,
la tecnología se ha vuelto imprescindible dentro del proceso de
enseñanza-aprendizaje. El presente trabajo de investigación parte de la
necesidad de incorporar las narrativas digitales como estrategias de
aprendizaje en los niños de educación inicial tomando en cuenta que el docente
en la actualidad se ha visto acechado por nuevos retos, producto de la
situación actual que se vive a causa de una postpandemia. El presente trabajo
sintetiza el proceso de creación de una propuesta enmarcada dentro de las
nuevas lógicas digitales de enseñanza. En lo sucesivo se presentarán 1) una
síntesis teórica que abarca los aspectos más relevantes que sustentan la propuesta
dentro del marco de las narrativas digitales y el Storytelling, 2) la
metodología empleada, que acoge un paradigma mixto de carácter cualicuantitativo
que se muestra en la recolección de datos en una muestra delimitada con las docentes
de la Red de Aprendizaje Nº1, así como una entrevista al Director del Distrito de
Educación 04D01 San Pedro de Huaca-Tulcán;
4) los resultados obtenidos determinan que los docentes no aplican las narrativas digitales en el proceso de
enseñanza-aprendizaje. De tal forma, para concluir, se destaca la creación
de una página Web Storytelling (Viviendo el ayer) que
consta de herramientas para la creación
de narrativas digitales
y el acceso al material creado para la utilización por los docentes.
Además, esta página
se considera un instrumento fácil,
llamativo, y por medio de este se pretende generar emociones que briden
experiencias gratificantes a los niños.
Palabras clave
Aprendizaje significativo, estrategias innovadoras, leyendas,
narrativas digitales.
1.
Introduction
The present research work is
framed within the research line "educational innovation" and subline
"learning" in the thesis work of (García-Mera, 2021). The changes
that have occurred in the educational system at national and international level
due to covid 19 have been taken into account. At present we live a
post-pandemic scenario, so the proposed topic aims to complement the teaching
and learning process in early education through the use of innovative
technological tools such as digital narratives to obtain interest in an active
and striking way in students.
The relevance of the research
carried out is oriented to the role that teachers acquire in early ages as
entities that intervene and influence directly in the development of children,
for this reason, it is essential to take into account the application of new
strategies to capture and maintain their interest in the face of the sustained
construction of deeper learning processes. Hence the importance of processes
that stimulate sensory development at the personal, family and social levels.
For educational theorists such as Hermann-Acosta, 2015, this is achieved
through the integration of textual, sound and visual languages with a marked
interval character. It is in this same line in which the new Information and
Communication Technologies (ICT) move within the framework of initial
education; as Hermann indicates, radio, cinema and television (to which it is
worth adding devices such as smartphones) constitute not only means of cultural
representation, but also make possible mechanisms to educate audiences (Hermann
Acosta, 2015).
Therefore, the objectives pursued
in the research presented here are oriented to contribute to the development of
innovative strategies in teaching processes, through the implementation of
tools oriented to digital narratives in early education levels.
This document is structured as
follows: the development contains the theoretical foundation; the methodology
describes each step carried out in the research; the results and discussion
present an analysis of the measurements found both from the point of view of
the teacher and the consultation; the proposal determines the use of the web
tool Storytellying as a solution strategy to the given problem. Finally, conclusions
are presented that summarize the findings, as well as possible future lines of
research.
2. Development
2.1 Theoretical framework
What are digital narratives?
Gallego-Torres points out that the
first referential orientations for the study of digital narratives are related
to audiovisual and multimedia narratives; the link made with education goes
along the line of the role that these changes in narrative structures
transform, also the ways in which education builds learning-teaching strategies
(Gallego-Torres, 2017). This process, according to Hermann-Acosta argues can be
understood as the integrated aggregate of both visual and sound languages, so
that these can give possibilities of interaction with the user. Within this
dynamic, the role played by technological media for the transmission of
information goes far beyond, to the point of being able to mold consciences,
and to "educate them" (Hermann-Acosta, 2015). Avilés-Dinarte, for his
part, adds that, within this framework, the potentialities of storytelling are
amplified even more, giving way to students of the skills and knowledge they
have to be able to tell stories (Avilés-Dinarte, 2011).
The story then becomes a vehicle
that encourages and stimulates the creative process and substantially improves
the learning processes, as it allows a closer link between the apprehension of
knowledge and the everyday life in which the subject develops; he adds that
this is not restricted only to language and communication, or literature, in
fact, it concerns the individual's own ability to tell stories (Cela- Ranilla
et al., 2017). In recent years, education has undergone a marked shift from a
traditional trend that places special emphasis on the development of
competencies both at a formal logical-mathematical level and at a cognitive
level; towards the promotion of the holistic development of different types of
intelligence and particular emphasis on those in which the individual shows
greater affinity. The inclusion of digital narratives is oriented precisely towards
the latter trend.
According to Pujol 1999, this
process is part of a restructuring of the methodological planning methods of
formal and institutional instruction. There is, he continues, a close
relationship between the transition to the increasingly widespread use of
digital narratives in educational processes and the construction of
metacognition by the subjects who are part of such processes, leaving behind
evaluation methods based on rote learning or reactive components, but now there
is a greater emphasis on problem solving, project development and innovation
(Pujol, 1999).
However, it is necessary to take
into account the learning process itself that involves the inclusion of digital
narratives in a context of transition as described above; any educational
process that involves the use or assistance of interactive tools based on the
web, or multimedia applications is entirely useful as long as the teacher is
able to use it properly and take advantage of all its possibilities; otherwise,
it could cause the opposite effect. This also applies to the case of students,
although, as Pujol details, these tools are increasingly oriented towards their
use being intuitive and allowing the development of the student's capacities in
creative and cognitive terms. Montaña-Cristancho also adds that education,
using the tools at its disposal, must be able to train students with the
ability to analyze, search and solve problems; therefore, the teacher must be
able to stimulate, even in the initial phase, the analysis and reflective
capacity of students (Montaña-Cristancho, 2016)
This is precisely one of the main
differences of methodologically structured education for current times in
relation to traditional education, based on behaviorism and with harmful
patterns for students: tendency towards the inferiorization of the student,
glorification of discipline and obedience, tendency towards constant correction
and the restrictive capacity of the teacher.
Martínez-Migueléz (2006) adds to
these "behaviors that are detrimental the very evident tendency to label
children as motorically handicapped, starting from the ideological and
paradigmatic anachronisms of the teacher himself" (p. 25). As indicated by
Pujol 1999 and emphasized by Leví-Orta 2015) at the time, and Hermann-Acosta
2015), the new ICTs are a fundamental part of the transition that education is
undergoing since the transition to the 21st century; the naturalization of the
use of the Internet in everyday social life can become an invaluable ally for
education if the aspects that involve the use of interactive tools oriented to
the construction of digital narratives are taken into consideration. The
emergence of new demands for the formation of competent human beings with the
criteria of cognitive and psychosocial development of contemporary society, as
well as with the ability to adapt that accelerated change in an interconnected
world requires, are fundamental axes for education aimed at stimulating
holistic skills from its initial stages, starting from tools such as digital
narratives.
2.1.1 Types of Digital Narrative
According to Montaña-Cristancho (2016) there are 4 types of
digital narratives to consider within the field of Internet and ICT
communication:
Multimedia: Merging different types of content. Hypertext:
Use links to redirect to new information. Hypermedia: The user interacts with
the audiovisual content but also contributes to its construction. Transmedia:
Using several tools with a single narrative and in a synchronous way (p. 58).
What tools can be used to make use
of digital narratives in education? Cassany 2012 recognizes the potential that
new ICTs have to exponentially develop educational processes, but also draws
attention to the growing need for teachers to also take a leading role in the learning
processes and mastery of these tools so that they can be of better use and
benefit from them; the fundamental contribution of digital narratives in this
process still depends largely on teachers, as mediators, being able to adapt to
the necessary changes (Cassany, 2012).
Some of the most interesting
proposals for the development of learning processes aided by digital narratives
are meaningful learning, experiential learning and certain existing
contributions in non-formal education.
This process, as may be evident,
is not mechanical, nor does it obey a passive assimilation of knowledge with
the help of narrative constructions; rather, it is composed of three
unavoidable aspects (Rosales-López, 2009) previous knowledge, experience and
new knowledge. In addition, Ausubelian meaningful learning suggests that the
use of conceptual schemes and cognitive anchors should also be taken into
consideration in order to move from the abstraction that knowledge in itself
implies to the concrete level of everyday life.
2.1.2 Innovative Teaching
Strategies
In order to understand the
development of children's learning processes, it is not enough to try to
understand the subject itself (in this case, the child entering early
education); it is also important to take into account all the
biopsycho-socio-cultural variables that are part of the development of the
child's life; the characterization of the individual's social life is closely
linked to the ability of subjects to attend to the changes that arise within
their social environment, as well as to the understanding of their own
biological changes and how these impact on their surroundings.
In this context, pedagogical
practice seeks meaningful learning to ensure that the knowledge acquired in
educational spaces can be used in the circumstances of the child's daily life.
2.1.3 Problem-based learning
Problem-based learning (PBL)
is understood to be an extremely powerful didactic strategy for developing a
learning process centered on the investigation and reflexivity that students
can have according to the requirements of the subject; instead of being a
restrictive tutor, the teacher becomes a guide for the student, who must focus
his or her abilities on proposing possible solutions to the problem posed by
the teacher. The student must resort to the concepts he has been learning to
articulate a plausible solution to the problem, giving way to diverse and
non-static scenarios that allow him to develop a better reflexivity on the
concepts learned based on his own reasoning and creative capacity.
2.1.4 E-learning
It is the teaching through digital instruments and other
consumer electronic devices such as computers, smartphones, tablets, among
others. These are part of the educational paradigm known as virtual teaching/learning
or E-learning, in it are condensed much of the education strategies oriented to
non-face-to-face contexts and methods of capturing interest that go beyond
traditional strategies (Cool, 2016).
2.1.5 ICT in early education
As previously stated, the dependence of education at
different levels on Information and Communication Technologies is undeniable,
and using it properly, it can result in an invaluable aid for the development
of learning strategies oriented to the holistic development of students'
capabilities. (Hermann-Acosta, 2015).
2.1.6 Meaningful Learning
The epistemological
basis of experience-based education is based on the contributions of authors
such as John Dewey and Kurt Lewin, who conceived that the educational act had
to be related not only to the understanding of how the teaching-learning
processes take place, but also to establish how the educational sphere should
be articulated with the psychological and social spheres and in this route how
theory is articulated to experience and vice versa.
Meaningful learning, or as it is
also known, learning based on reception, consists of stimulating the student to
restructure certain sets of information in such a way that it can be integrated
into his cognition; the objective with this process is that the student himself
has the capacity to reorganize or change these sets of data in such a way that
he finds the existing or non-existent relationships between them. Kolb would be
one of the first to articulate meaningful learning to digital narratives,
taking as a fundamental point the absences of learning based on the exclusive
stimulus to cognition (Kolb and Kolb, 2005).
3.
Methods and Materials
The research presented here takes
its empirical basis from the results obtained in the Learning Network N-1 of
Tulcán with early education teachers and with the interest in the application
of digital narratives. For this, it was necessary to opt for a mixed approach,
that is, with both qualitative aspects based on reflections based on interviews
and theoretical analysis; and quantitative aspects, obtained through the processing
of interview data.
In this sense, the research was
descriptive and field-based, as it proceeded to collect theoretical and field
information to analyze the current situation and justify the need for the
implementation of digital narratives in early childhood education. The
techniques used were a survey of early education teachers and a qualitative
interview with an expert in education.
According to Hernández-Sampieri et
al. (2010) when "the target population is less than fifty (50)
individuals, the sample is constituted by the population as a whole" (p.
112); in that sense, given that the target population is constituted by the
first group of teachers N°1 of the Learning Network of the education district
04D01 of San Pedro de Huaca, Tulcán, the entire group was chosen as the sample
for the collection of information. The type of sampling used is homogeneous
non-probabilistic.
To determine the level of
reliability of the data collection instrument, the reliability coefficient
known as Cronbach's α was used, where α
= 0.72. This shows that the instrument is reliable.
4.
Results and discusión
In response
to the research question: in what way do digital narratives contribute as the
main cause of ignorance as an innovative teaching strategy for early education
teachers? Different answers are presented: the study sample is of 24 teachers
of the Learning Network N°1 of early education in the city of Tulcán of which
91.6% of them consider that it is necessary to include digital narratives,
because they contribute in a creative way in the development of learning
environments while 8.3% consider that it is not necessary. About this, it is
determined that, as in this city, in other parts of the country and the world,
it is important to readapt the different processes in the educational field
returning to a "new normality" that leaves the post-pandemic. This
can be corroborated by the impressions of Óscar Villarreal, Director of
Education of District 04D01 San Pedro de Huaca-Tulcán, considered the main
district authority on education in the study area, and his criteria regarding
the way in which education is being carried out in the current context, and the
strategies that can be used to face the new challenges are very much in line
with what was seen previously with the teachers surveyed.
In relation to the item that says
what is the importance of digital narratives in education and how can the
teaching-learning processes be understood and improved? It leads to reflect on
the incorporation of narrative including creative processes, employing
audiovisual media as strategies that improve the teaching-learning process
(Hermann-Acosta and Pérez -Garcías, 2019).
Figure 1 shows that 91.6% of teachers consider that it is important to
implement digital narratives in resources and 8.3% consider that it is not.
That is, despite the lack of knowledge of these tools, it is relevant to apply
them in virtual education. On the other hand, 96.1% of the teachers consider
that it is important for the teacher to implement the best didactic strategies
with their students, while 3.9% do not. This shows that almost all respondents
agree on the constant innovation of educational processes.
Figure 1. Do you think it is important to
implement digital narratives in resources? Source: (Survey to Early Childhood
Education teachers, 2020))
In relation to the item that says
in what way can innovative didactic strategies be applied in a digital context
during the teaching-learning process, it agrees with Coll (2016) who states
that "teaching by means of digital tools, among others, are part of virtual
teaching or E-lerning; in it a large part of non-face-to-face education
strategies are condensed with methods of interest beyond traditional
strategies" (p. 37).
Consequently, 29.1% are familiar
with digital narratives, while 70% are not. Likewise, 25% know the components
of the subgenre of digital narratives, while 75% do not. This demonstrates the
need to formulate strategies to develop pedagogy focused on virtual education
with innovative didactics and oriented to digital narratives, 70.8% of early
education teachers strongly agree while 24.1% agree on the need to update
strategies for early education. The constant search for innovation in education
is necessary for most of them and would allow generating initiatives for this
updating.
On the other hand, in the
interview, the need for a comprehensive reformulation of the educational
processes, taking as a starting point the new normality in order to adopt
pertinent strategies in educational development and benefit their skills, was
detailed.
Figure 2. Do you know what digital
narratives consist of? Source: (Survey to early childhood education teachers,
2020)
Of the 91.6% of teachers consider it necessary to include
digital narratives to facilitate learning in the context of the pandemic, while
8.3% consider that it is not necessary. In a context where education has moved
from a face-to-face majority to virtuality, the implementation of digital
narratives is essential.
Figure 3. Which of the following didactic
strategies do you think should be applied in early childhood education? Source:
Survey of early education teachers, 2020.
Finally, in response to the last
question, is it necessary to implement a web page oriented to the development
of digital narratives as an innovative strategy that can be used by early
childhood education teachers? The creation of a page that provides useful
multimedia tools, simple, intuitive and of great audiovisual impact of the
narration of legends from the province of Carchi with necessary adaptations to
capture the interest of early childhood education students generating a
significant learning process is proposed.
In the results obtained, 87.5% of
the surveyed population, consider that they would use digital narratives to
create a legend, 8.3% a puzzle and 4.1% a drawing. At the same time, 75% of the
teachers surveyed consider that the legend enhances children's beliefs,
cultural identity and oral tradition. 16.6 % only cultural identity, 4.1 %
beliefs and 4.1 % oral tradition. This demonstrates the interest in rescuing
cultural and identity values in order to strengthen these aspects from the
initial levels. It is also evident from the results obtained that there is a
marked predisposition to recognize digital narratives as an extremely valid and
necessary instrument for the development of innovative strategies for early
childhood education. In addition to the fact that, despite there is an evident
intention to apply them to their particular teaching processes, it is also
clearly shown the scarce specific training within such strategies so that they
can effectively develop the teaching-learning process.
In addition, one of the
interviewees considers that virtual teaching should be improved and the web
page initiative would be an appropriate resource that would allow maintaining
interactive contact between teachers and students in order to achieve
meaningful experiences in children; the same can be said of cultural identity,
which is reflected, in the best of cases, only in texts that often remain dead
letters without any meaning for children. Therefore, digital narratives become
an elementary resource for education, so it is important that early childhood
education teachers know them and implement them in the classes with the
children.
5.
Proposed solution
The web
tool Storytellying: living yesterday is part of the implementation of an
innovative didactic strategy that includes both teachers and students of early
education of the Learning Network N°1 of the Education District 04D01 San Pedro
de Huaca-Tulcán. The tool was developed to allow guided, intuitive and
easy-to-use access. The key element proposed for the development of a more
adequate teaching and learning process consists in the implementation of
multimedia web tools combined with Storytelling; in other words, the use of
digital narratives is promoted as an innovative didactic strategy.
Since the results obtained suggest
that there is a significant gap in terms of knowledge and implementation of
digital narratives within the teaching and learning processes, it was
imperative to make a proposal aimed at developing projects oriented to the
illustrative and results-oriented inclusion of digital narratives in academic
processes; with which it was considered not only relevant, but also necessary
the strategic intervention with the teachers of the Learning Network No. 1. The
website provides useful, easy to use, intuitive and high-impact multimedia
tools that teachers can use to create or use the already structured narratives;
the user has these two options and in either of them will be able to ensure an
effective response from students.
The web page is currently
available for use, which means that it is now possible to access its environment
and use the different tools that have been made available for this purpose. It
should be noted that in the initial phase of implementation of the strategy, it
has been oriented, above all, to teachers who are members of the Learning
Network N°1 of the Education District 04D01 San Pedro de Huaca-Tulcán.
In addition, teachers participated
in induction meetings on the platform, in which informative talks were given on
its objectives, operation, dynamics and available tools. The platform contains
hyperlinks to support videos and resources for payment at the time of applying
the narratives with the students, as well as opening a space for doubts and
concerns about the platform.
The results obtained in the
initial application phase of the project are that the web page is an
authentically useful tool for the teachers of the Learning Network N°1 of the
Education District 04D01 San Pedro de Huaca-Tulcán. Through the web page, it is
expected to consolidate the implementation of innovative didactic strategies in
the teaching and learning processes for early education students. It is hoped
that academic processes will be strengthened in a context in which dependence
on digital tools has increased considerably; that the conservation of the
community's identity values will be promoted through the transmission of local
legends. In addition, it allows to bring students closer to their own creative
and academic development process.
6.
Conclusions
The study showed that teachers
were unaware of innovative didactic strategies, which are fundamental for the
teaching-learning process of early childhood education students, strengthening
the skills that are desirable at this level. It is imperative the need to
create innovative educational strategies that make use of existing tools to
improve teaching and learning processes. In the particular case under study, it
is concluded that digital narratives are a solid resource from which to
initiate such processes. Digital narratives in early education generate
expectations and interest in children, so it is considered an ideal resource
for teachers.
It is evident that through the
application of the instrument, all early education teachers agree that it is
important to apply innovative didactic strategies in the teaching-learning
process with children. Although there is a low level of knowledge on the
subject, in general it can be seen that there is approval by teachers for the
adoption of digital tools for the development of strategies oriented to digital
narratives, which consolidates the relevance of the project presented. The
website "Storytelling living from yesterday" created with organized
and relevant information about digital narratives will facilitate the use and
application of this tool within the teaching-learning process for early
childhood education teachers; it marks the essential beginning in order to
achieve the objective.
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Authors
STEPHANIE GARCÍA-MERA obtained
her Bachelor's degree in Education Sciences, mention in Early Childhood
Education, from the Universidad Tecnológica Equinoccial (Ecuador) in 2015. She
obtained her Master's degree in Educational Innovation and Leadership from
Universidad Tecnológica Indoamérica (Ecuador) in 2021.
She is currently the director
of the School of Basic Education Angel de la Guarda, in recent years she has
worked as a teacher of Early Childhood Education and High School.
MARCELA SILVA-JIMÉNEZ She
obtained her Master's degree in Early Childhood Education from the Faculty of
Philosophy, Letters and Education Sciences of the Universidad Central del
Ecuador (Ecuador) in 2007 and her Specialist in Early Childhood Education from
the Faculty of Philosophy, Letters and Education Sciences of the Universidad Central
del Ecuador in 2007. She obtained the degree of Bachelor of Science in
Education and Kindergarten Teacher from the Faculty of Philosophy, Letters and
Education Sciences of the Central University of Ecuador in 2002.
She currently teaches in the Faculty of Education at the Pontificia
Universidad Católica del Ecuador. She is a kindergarten teacher at the
Municipal Educational Unit "Eugenio Espejo" as well as a teacher
Tutor of Research Projects in the Master's Program of the Universidad
Tecnológica Indoamérica. Her training includes the approval of the Pedagogical
and Administrative Training for the Promotion of Teachers in the Educational
System with a duration of 330 hours granted by the Faculty of Philosophy,
Letters and Educational Sciences of the Central University of Ecuador in 2023.
Approval of the E-learning Diploma Program with a duration of 500 hours granted
by the Pontificia Universidad Católica del Ecuador in 2017. Approval of the
Online Teacher Training Program with a duration of 120 hours granted by the
Technological Institute of Japan in 2022.
