Integration of Education Technologies (Digital Storytelling) and Sociocultural Learning to Enhance Active Learning in Higher Education

Abstract

The article studies technology integration method based on sociocultural learning approaches and examines their potential for developing active learning possibilities in higher education. As defined in Vygotsky’s research, sociocultural learning theories are learner-centered and fit into collaborative approaches to student learning. The method also takes into account the social and cultural aspects of gaining knowledge. Facilitation of reflective practice involves students in thoughtful, active and personally meaningful learning process. Digital Storytelling (DST) creates a reliable and empowering environment for intercultural collaboration and learning. It presumes that the procedure of digital story-making and empowers and modifies students intellectually, creatively and culturally. Consequently, Digital Storytelling can be perceived as beneficial toolkit pedagogy for the new Humanities in the 21st century. An interview to find out what students’ and lectures perceptions of digital storytelling as a tool for learning in different subjects are. Analysis of students’ and lecturers’ reflections revealed four themes: motivation, collaboration, reflective practice and identity development.