Use of digital didactic resources for learning the subject Language and Literature in the students of the tenth year
Keywords:
Teaching-learning process of Language and Literature, digitized teaching resources, teaching strategyAbstract
Introduction: The article addresses the implementation of digitized teaching resources in the teaching of the subject Language and Literature for tenth-year students, highlighting its positive impact on the learning process. It emphasizes that, in an educational context increasingly oriented towards digitalization, the use of educational platforms, interactive applications, videos, and multimedia materials not only facilitates access to a wide range of literary and linguistic content but also enhances the active participation of students.
Digital resources promote interactivity and autonomous learning, allowing students to explore topics at their own pace and develop relevant digital skills for their future. Through the creation of blogs, discussion forums, and the use of playful applications, students can express their creativity and improve their communication skills.
To develop the research, theoretical methods were primarily employed, including analysis, synthesis, and structural systemic methods, as well as empirical methods such as observation, interviews, surveys, diagnostic testing, and statistical-mathematical methods with descriptive statistics to process the information, represent it, and provide assessments regarding it. Everything was carried out based on the scientific problem: How to contribute to the learning of Language and Literature among tenth-year students of Basic Higher Education? which is addressed with the proposal of a didactic strategy for the use of digitalized teaching resources to contribute to the learning of tenth-grade students at the San José Educational Unit in the subject of Language and Literature.
In conclusion, the integration of digitalized teaching resources in the teaching of Language and Literature represents a valuable opportunity to enrich learning, as long as it is accompanied by a well-founded teaching strategy and the context of each classroom is taken into account.
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Copyright (c) 2025 Luz Liliana Obaco Luna, Pablo José Vera Monar, María Beltrán Mesa, Elizabeth Esther Vergel Parejo
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