Narrative techniques and digital storytelling laboratory for the development of emotional and cognitive skills in school

Strengthened by Lambert, Atchley and Holler's international models of the construction of digital narratives, this article focuses attention on the contemporary evolution of the storytelling methodology in a digital key. The innovative teaching methodologies (for example IBL, PBL, etc.) have been experiencing digital evolution and experimentation, especially during the covid-19 pandemic in which schools have engaged in periods of distance-teaching. The use of stories on social media is now a very widespread communication practice among internet users. This narrative methodology is used in educational practice in various sectors of training not only to electrify disciplinary content but also to encourage emotional sharing and participation in the educational process. The purpose of the article is the design of an educational intervention aimed at teachers in the initial stages of a training path that aims to develop digital skills and a group atmosphere that will accompany the use of those skills in their subsequent training activities. The proposed experimental model not only collects the content to be followed during the educational intervention but also focuses attention on the use of digital technology (apps and software) to be integrated with the virtual platform for the concrete realization of digital storytelling 2.0. From a psychological point of view, it is interesting to monitor the processes of motivation, attention and participation in the didactic intervention.