Integration of Digital Technologies in Language and Literature Classes: Categorization Based on Literacy Practices in Secondary Education

Abstract

This article presents a categorization to account for the ways of incorporating digital technologies in Language and Literature classes. From a focus on literacy practices, four categories are proposed that allow us to frame the different uses of digital technologies in the classroom. The categorization was elaborated from observations made during ethnographic fieldwork in secondary school classes in Greater Buenos Aires (Buenos Aires, Argentina). The proposal categorizes four ways of incorporating digital technologies in Language and Literature classes: (a) as a means of communication between students and teachers; (b) as a support for content development; (c) as a tool for exercising and solving activities; and (d) as a resource for creation and experimentation in the production of multimodal materials. The article presents and explains each of these categories and illustrates them with authentic scenes collected during fieldwork.