<p>The article reports on the results of a Design-Based Research path realized through a workshop about the “Visual Storytelling” (VS). The workshop aimed to develop teacher’s professional competences about digital narrative documentation to be certified through the Open Badge system. The interdisciplinary design was developed according to the ICT-TPACK framework between the two courses “Methodologies, Didactics and Technologies for Teaching” and “Educational Research” in the Master’s degree in Primary Teaching. 32 students were involved to deal with the documentation of some real educational experiences observed at school. They were asked to fill a semi-structured questionnaire at the end of the workshop. Other data came from a rubric used to evaluate VS products from three different points of views (students’ self-assessment; university teachers; school teachers). The workshop stimulated the students to use technologies creatively, critically and reflectively to develop an authentic task realizing a VS product. According to the students’ opinion, the workshop also facilitated collaborative processes as well as skills of self-assessment and the personalization of learning.</p><p><strong>Received</strong><span>: 08 October 2018</span><br /><strong>Accepted</strong><span>: 20 March 2019</span><br /><strong>Published online</strong><span>: 29 May 2019</span></p>

‘Sculpting stories’ is a national project funded by Law No. 383/2000 which allowed approval of experimental projects to meet important social emergencies and to facilitate the application of advanced methods of intervention for developing personal and social empowerment. Target group of project was children with sociocultural disadvantage in residential care facilities. The need of enhancing educational interventions for children under 18 years old is determined by the configuration of Italian welfare system that provides for the decreases of social protection measures for young people when they come of age. Theoretical assumption that has guided the action research was the relationship between self transformation processes due to the use of methods of sociocultural animation, education as a tool for change and identity construction and the new perspectives offered by technological evolution.

In the world of education, ICT can play a prominent role. Frameworks ICT-TPCK ([3], Angeli & Valanides, 2013) have been developed to describe the kind of knowledge needed for a successful adoption of technology in education. Among soft skills which must be developed in addition to content knowledge, the promotion of digital literacy is important to make students active knowledge producers through the use of ICT for personal, social and cultural development ([1], Ala-Mutka, 2011).It is therefore important to reflect on the educational contribution of the Multimediality, Interactivity and Virtuality features of these tools, thinking of their potential in terms of use and production ([11], Galliani, 2004). Among these, the most relevant is the Recommendation of the European Parliament ([24], 2006) introducing Digital Literacy as one of the eight key competences for lifelong learning that are useful for personal fulfillment and development, active citizenship, social inclusion and employment.1 This entire work is the result of a joint analysis by the two authors. M. De Rossi drafted paragraphs 1, 2.1, 2.2, 2.3, and E.Restiglian drafted paragraphs 2.4, 2.5, 3. The conclusions were written jointly.sounds and images.

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