Reading comprehension through the use of technological tools. Teacher preparation

Abstract

Introduction: This research addresses teacher preparation for the didactic use of digital tools in facilitating the reading comprehension process at the "Agustín Cebreco" Mixed Center (El Cobre, Cuba). It stems from the observation that teachers fail to leverage students' mobile devices and require didactic-methodological guidance on how to utilize specific sections of the textbook—particularly the "CONECTANDO" (Connecting) section—which currently limits student motivation and active participation. Materials and Methods: A qualitative methodological approach was employed, framed within an interpretive paradigm, featuring an exploratory scope and a mixed design. The purposive sample consisted of 107 participants: 100 tenth-grade students, 5 Literature and Language teachers, and 2 Informatics teachers. Results: The diagnostic assessment revealed that 90% of the students possess mobile devices (83 phones, 5 tablets, and 2 laptops), and 100% of the teachers also have access to various devices; however, these are not being utilized to support the study of literary works. Furthermore, teachers expressed a need for didactic-methodological guidance on how to effectively use each section of the textbook. Discussion: The proposed approach was deemed feasible by specialists, who highlighted its creative potential and capacity to transform traditional content into interactive experiences. Nevertheless, it was noted that ongoing professional development regarding educational technology lacks consistent implementation. Conclusions: Facilitating reading comprehension through digital tools requires strategic didactic interventions, with a focus on instructional practice. The study underscores the critical importance of continuous teacher professional development, specifically through the mastery and application of didactic strategies.