We analyse digital textbooks of the Catalan language and literature for ESO to describe how technology is used to achieve curricular competencies (linguistic, literary and digital) and non-curricular (digital philological and digital literacy) competencies. On the one hand, we identify digital philological competencies as a strategy to adapt the teaching and learning of language and literature to the digital reality of the discipline. And digital literacy, on the other, as a way to incorporate digital competence transversally. We develop a mixed-type research in which we use two differentiated techniques: the content analysis for data collection and descriptive statistics for the processing of data. In this way, we develop an analysis tool that enables us to obtain data in order to analyse if the already mentioned competencies are being worked on, both for the potential of the communicative environment of the digital textbook (latent communicative meaning), and at the same time, permitting us to know what the signifier is like (the form it takes and the use made) and determine the context (location within the digital textbook and the distribution on the screen), thus offering us more descriptive information that can provide data on how, when and where the uses of technology appear in the acquisition of competencies. We apply the analysis tool to a purposive sampling of 12 digital textbooks (corresponding to the four ESO courses of three publishers). For each of the 4,807 uses of technology identified, we analysed 48 variables. Among the results, it stands out that, in terms of competence, the one with the greatest presence is linguistic, while literary, digital, digital philological and digital literacy have a lesser presence. Likewise, in all areas of competence the presence focuses on some competencies while in others the work is inferior or residual. In relation to the signifier and the context, the behaviour is fundamentally homogeneous. The uses of technology are concentrated in activities (mainly self-correcting), in internal contents, incorporated into digital textbooks, in main spaces; above all, these are interactive, in which one works individually and students take on the role of consumers and are not used in a social way. As a general conclusion, the uses of technology are of low intensity. Therefore, the potentialities of working with digital material are not developed, which is still closely linked to the conceptualisation of the textbook.

https://tdx.cat/handle/10803/672011