TEACHER TRAINING: STRATEGIES FOR AUTHORING INTERACTIVE DIGITAL NARRATIVES

Abstract

Interactive digital storytelling (NDI) emerges as an innovative methodology in education, combining multimodality, interactivity, and digital authorship to promote creativity, computational thinking, and textual skills. This study investigated the impact of NDI authorship on the training of elementary school teachers, analyzing how this practice contributes to the development of teaching skills. The research is based on the concepts of computational thinking (Wing, 2006), content analysis (Bardin, 2021) and narrative construction, with a focus on textual cohesion (Koch, 2020) and narrative coherence (Wood, 2017). A qualitative approach was adopted with a case study design. An online course of 18 modules was applied to 54 teachers, of which 17 completed all activities. During the course, participants created interactive digital fables in Scratch, analyzed based on five criteria: computational thinking, textual cohesion, narrative coherence, interactivity, pedagogical relevance and originality. The results indicate that NDI authorship favors computational thinking and broadens the understanding of digital textual construction, although challenges have been identified, such as difficulties in algorithmic structuring and in ensuring coherence in interactive stories. Some productions stood out for their creativity and innovative use of interactivity, highlighting the potential of NDI in education. It is concluded that teacher training should balance the development of narrative and computational skills, ensuring adequate pedagogical and technological support for the effective application of NDI in teaching. It is suggested that future research explore the impact of this approach on student learning and its applicability in different educational contexts.