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The educational process focused on the writing of interactive fairy tales which combines the digital narration with the pictorial learning environment, cultivating in this way motives for writing and reading. Starting with literary texts compatible with the age of students between nine to eleven years old, the creative imagination of the “little writers” was expressed in a pleasant and constructive environment free from the restrictions of the conventional way of writing. The application method and the activities methodology were based on the pedagogical principles of constructivism, on the acquisition of new knowledge based on previous cognitive achievement of the students, on a work plan-project, on collaboratively learning and on the promotion of their personal and narrative speech through life experiences.
The program’s activities were realized with the potential of the tools of tablet and laptop which enhanced the students’ interest in a special and playful way. The use of new technologies was suggested, as through online applications, there was direct interaction between the user and the tools, offering an attractive and real learning environment, promoting skills of computer literacy and narration, and visualizing an imaginary scenario. The students enjoyed the aesthetic result of creative writing, thus introducing innovation in the learning process of primary education.
The intervention in the educational process with the use of tablet gave students the opportunity to create their own multi modal text, a text with images, or a recorded narration-giving many different aspects of the interactive fairy tale. They made an imaginary trip in the world of fairy tales, came into contact with the tools of tablet and laptop and became little creators. The collective use of portable devices as tablet within the context of the team increased the interaction between the team members and empowered their cooperation. The students developed critical thinking, acquired decision-making and communication skills, while at the same time further developed creativity, the sense of taking initiatives and self esteem.
The use of tablet supported collaborative learning both through their high mobility, usability of the surface and their small size, and enhanced the face to face interaction. Students not only learned to use technology, but also to intervene themselves in it, having the control of the activities. Active participation of the students remained undiminished to the end of each activity, while the existence of the tablet thrilled them from the very first moment and attracted their interest. Through reading digital literary texts the students gained knowledge of the world, the values, the beliefs, the standards, attitudes of life, perceived the importance of fairy tales as a means of expression of the daily life of people of current social policy frameworks, cultivated the written and oral skills, became familiarized with digital storytelling and produced original texts without following linear writing.
The educational process focused on the writing of interactive fairy tales which combines the digital narration with the pictorial learning environment …