ИСТИНА

Mobile technologies enable instructors to create collaboration environment that inspires students to learn for themselves, bringing a genuinely research-like approach to the subject. This interactive, dialogic models of learning is similar to the processes of participation in research (Sambell, 2010). Ubiquitous access to information mediated by mobile devices potentially enables a paradigmatic shift in education, it changes the way classes are managed and the instructor's role (Betty, 2004). Kahn and O’Rourke (2005) argue that enquiry-based learning approach encourages students to actively explore and seek out new evidence for themselves and can help support the development of peer networks and relationships with staff. This approach implies a fundamental change in the philosophy of teaching and learning, mobile devices and tools are particularly applicable as they effectively act as accelerators of the social discourse (DeGani, Martin, Stead & Wade, 2010). Digital storytelling at its most basic core is the practice of using mobile tools to tell stories. There are a wealth of other terms used to describe this practice, such as digital documentaries, computer-based narratives, digital essays, electronic memoirs, interactive storytelling, etc.; but in general, they all revolve around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and web publishing.