The digital competence of secondary school literature teachers in Spain

Abstract

This research arises from the interest of knowing the digital competence of secondary school teachers who teach literature in Spain. Given the multidimensional nature of this competence, the study seeks to look specifically at the level of knowledge and the use of ICT educational resources in the literature classroom. To do this, a questionnaire was designed which was completed by 71 active teachers attached to Spanish schools, whose specialty is Spanish Language and Literature. The statistical data analysis (descriptive, Student’s ttest, chi-squared and Pearson’s r) revealed significant information regarding, on the one hand, aspects such as the low percentage of teachers who intend to train themselves in ICT, the relationships between the use of ICT resources and the gender and age variables; and on the other, the types of educational centres and their locations as well as how useful secondary school teachers perceive working with specific ICT educational resources is, and assessing how they make use of them in relation to the different elements of literary education.

Keywords:
Teacher professional development; Literary education; Teacher training; ICT resources