Los relatos digitales constituyen una técnica narrativa con gran potencial educativo al adoptar fórmulas creativas que integran información multiformato e instrumentos tecnológicos para comunicar ideas. Esta investigación evalúa el nivel de competencia comunicativa, narrativa y digital ligado al diseño de relatos en entornos digitales, alcanzado por estudiantes del Grado de Maestro de Primaria (N=143) -tras participar en una experiencia de creación colaborativa-, utilizando una rúbrica integrada por 28 indicadores: 12 relacionados con la competencia comunicativa (comunicación escrita y oral), 6 con la narrativa, y otros 10 específicos con la digital. Los resultados evidencian que si bien presentan gran destreza con las tecnologías, casi un tercio registra niveles medio- bajos en la competencia comunicativa. Se detectan dificultades en la elaboración y adaptación del guión escrito de los relatos al registro elegido -pobre vocabulario y precaria puntuación-, junto a limitaciones en la dicción al locutar los diálogos, no logrando imprimir expresividad al relato. Respecto a la competencia narrativa, solo un 40% muestra originalidad al resolver las tramas y construir personajes. Sin duda, este tipo de experiencias innovadoras ofrece un escenario idóneo para desarrollar habilidades narrativas y creativas en contextos digitales, y brinda numerosas oportunidades para la formación de los futuros docentes

Digital storytelling is a narrative technique with a great educational potential, as it adopts creative formula, which integrates multi-format information to communicate ideas, using a technological support. This research shows the level of communicative, narrative and digital competence linked to the creation of digital storytelling in digital environments reached by students of the Degree of Primary School Teacher (N=143). With this purpose, a rubric composed of 28 indicators was used, 12 indicators referred to the communicative competence (written and oral communication), 6 to the narrative and 10 to the digital. The results demonstrate that most students have a great ability using the computer application, whilst almost a third shows a medium-low level of communicative competence. Some difficulties were detected in screenplay creation and its adaptation to the linguistic register previously chosen -poor vocabulary and inaccurate punctuation-, as well as pronunciation defects when saying the dialogues, as some of them were not able to transmit expressiveness to the story. Regarding narrative competence, only a 40% are original in resolving the plot and creating characters. Certainly, this type of experiences provides a motivating scene to develop narrative and creative skills in digital environments and offers numerous opportunities for future teachers’ training.