Digital storytelling: social dynamics and participation paths

Interactive technology environments are a resource for both students and teachers. Through these interactive contexts, learning acquires complexity as it is not only the result of individual cognitive processes, but also of interactive and communicational dynamics that exceed the centrality of the process of transferring content. The research focuses on the participatory dynamics generated by the use of digital storytelling within two primary school class groups (40 students in total) in Bari, with particular attention to the participation paths created within the learning community. Using a qualitative version of the Social Network Analysis we intend to investigate the interactive dynamics of the two groups and then compare the results. The results are expected to show how meaningful learning takes place through social and cultural dynamics (Wenger, 1998), influenced by the context in which knowledge is built.