Tiltai

The aim of this study is to investigate the ICT use by pre-service preschool teachers and pre-service speech and language therapists in developing their digital case of a storytelling. Students were stimulated to use various multimedia editing and authoring tools. The research questions concern the students’ accomplishments on integrating technology in digital storytelling and the effectiveness of that learning environment they created. The results revealed a difference by implying that not only the learning theory and the teaching practices but also the content, the structure and the nature of the course together with the social interactions play an important role on how people learn and develop their skills.The results revealed that students of both departments overall accomplished very good project outcomes in digital storytelling meeting technical and pedagogical criteria. Finally similarities and differences of the students’ approaches in the digital storytelling development are discussed and concluded in the demands of modern information society.

Higher education curriculum has been a subject of various disputes in the scholar literature. Official curriculum (such as study programme description, syllabus, study material) and unplanned hidden curriculum that occurs in during the learning process. Official curriculum defines learning goals, tasks, methods and learning outcomes. Meanwhile actual learning process contains not only the official parts of the curriculum, but also knowledge that is created and shared during learning process, especially in collaborative learning environments. That leads to assumption, that collaboration between learners and knowledge sharing is a condition for hidden curriculum to appear. In this article, a problem question is analysed: what elements of collaborative learning enables hidden curriculum in study educational environments? Main goal, using scholar literature analysis, to define the balance between official and hidden curriculum in collaborative learning environments. The article looks into the definitions of official and hidden curriculum and applications in study environments. Certain variations of collaborative learning allow to reach different levels of interaction (and hidden curriculum). The application of collaborative learning in study process has to be well guided and balanced, encouraging students to work in homogenous groups seeking for one well defined purpose.