The design of a guided research project using an educational scenario based on a visual programming environment using smart mobile devices (smartphone, tablet) aimed at creating a digital shadow play performance. It was implemented in a classroom environment as part of the festive activities of the 4th Primary School of Nea Ionia Volos “Panagiotis Katsirelos” to celebrate the 200 years since the Greek Revolution. Moreover, the digital work that emerged was presented at the 10th Digital Creation Festival (Volos, Magnesia junction). The guided research project was approached interdisciplinary with the collaboration of teachers of Informatics, Theatrical Education, and general education teachers. The educational scenario was addressed to the 6th-grade primary school students. The students were already familiar with internet applications, ICT tools, and Scratch, a visual programming environment. The students used three smart mobile devices to create the final digital artifact with Scratch’s visual programming environment due to special learning conditions caused by the Covid-19 pandemic.

This paper refers to Digital Storytelling as an alternative tool enhancing children's way of expression in kindergarten classroom.Storytelling is a global culture depicting the way people live, feel and interact in life. Especially in early childhood storytelling springs naturally in children's play helping them to exercise a great variety of skills. Nowadays, advances in technology offer the opportunity to create a new form of storytelling, namely digital storytelling. The idea of creating a digital story is based on processes similar to those used in traditional stories. On the other hand the story is supplemented with various types of multimedia content. Meaningful integration of technology into kindergarten gives children the opportunity to create their own digital stories and thanks to multimedia technology children are enabled to become co-authors in the story writing process. In this paper a teaching experiment that took place in the kindergarten of an urban area in Greece on February 2012 is described. The teaching experiment lasted three weeks. We present the attempt of creating an educational framework in which the children were given the opportunity to combine various elements and Information Computer Technology tools, in order to express themselves and give birth to a digital story. It was found that children were engaged to the whole process, showed responsibility, self-confidence and they also exercised cooperation skills.

From the first text electronic books (e-books) to the latest digitally enriched e-books a long distance has been covered. E-book market blossoms while technologies for enhanced e-book development advance rapidly, leading to a surge in the demand for enhanced e-books, especially in education. This paper refers to electronic books and the way simple text e-books can be transformed into enriched e-books. An attempt is also made to highlight the role of enriched e-books in folklore education. Within the above framework, taking into account the rapid growth of electronic books and the availability of several development tools the following approach was adopted: a) Definition of an e-book taxonomy referring to the types and attributes of e-books in order to provide a helpful guide for those who choose to introduce e-books in their teaching meaningfully, b) Specification of the development process of enriched e-books through several applications such as the iBookfor iPad, the most prominent candidate for e-book enhancement, c) Identification of the specifications and the process to create learning objects that can be used as enriching digital resources in enriched e-books.

One of the fields of popular culture science is digital folklore. The field of science also focuses on a new field of folklore research, that of digital folklore (e-folklore or digital folklore) as well as on issues related to research and popular culture, education, and the production of digital folklore material, tools of distance education (e-learning), digital storytelling, and in general, the tools of ICT (digital humanities). The chapter seeks to define the concept of digital folklore, to contribute to the understanding of its content and its internal divisions, to propose a classification of internet tools, which finally make it a privileged field of production, development, rescue, and dissemination of various kinds of folk culture.

This publication is carried out in the context of the research "Archival Ethnography with the Perspective of New Technologies: From the Land of Magnets to the Promised Land - Following Overseas Migration to the USA from the Late 19th Century to the Present" as a Visiting Research Fellow at the Department of Political Science and International Relations of the University of Peloponnese. In particular, the social media and the group entitled "The roads \& places of migration of residents of Greece (Magnesia) to the USA" on Facebook constituted another research tool. The interested members (relatives of immigrants and citizens of Magnesia in Greece) posted documents for investigation (photographs, letters, newspaper clippings, advertising brochures of the time, birth certificates, manuscripts, letters, etc). The group members quickly posted relevant material via mobile devices (smartphones). At the same time, via messenger, some conversations resulted in oral testimonies (interviews in phases). Social media and the corresponding groups that can be created can be used in humanities research (history, folklore, archival ethnography) as digital notebooks using smartphones at any time and from various parts of a country. This article presents social media as internet technologies that can be used in collecting and digitizing evidence that can be useful in the analysis and elaboration of evidence-based research (archival ethnography).