Tell a Story. Became a lifelong learner

In this contribution we intended highlight a particular teaching method that encourage both a constructivist learning, learner control, collaborative due to its ability to set up processes of construction of meanings, as a trasformative learning ( Mezyrow, 2003). The digital storytelling becomes an active element and bearer of real and experiential content of society (Mc Drury & Alterio, 2003). Locate and reflect on what has been learned, encourage “active learning” through learning by doing , role-playng, problem- solving, in which intentionality, understood as the will to achieve motivating goals, play s an important role because it gives meaning to all the process ( Jonassen, 2000); also, offers the opportunity to make visible some aspects of knowledge and relate it to everyday life allowing greater involvment, reflection and motivation to study, to getting ahead from multimedia component which seems to be closer children’s comunication method, increasingly linked use of new tecnologies. The research involves children of primary school in the Province of Bari. After a first phase of teaching/learning strategies for the production of digital storytelling , has follone a second phase of creation and development of a real digital storytelling. According to the model of Mc Drury and Alterio we have observed some design constraints: Story Finding, Story Telling, Story Expanding, Story Processing, Story Re-Constracting. The research proposal of digital storytelling in primary school proves to be exciting and interesting teaching approach above all it comunicate in a systemic content, processes and emozional and experiential contexts. Digital storytelling has the potential to be a complementary teaching tool to other more traditional teaching. The results reveal that the product carry out by the students are most effective in the educational and training settings as much as they can mediate true stories, rich in personal thoughts and lived experiences