Although until the 90s, the discourse of competences was limited to the field of the professional formation, labour and occupational training, gradually it has been incorporated into the different curricular areas until it is an omnipresent reality in compulsory education, on which realise the research (Coll, 2007).
It is important not to relate the competition to the purely instrumental accomplishment. It is necessary to interpret it as a capacity to act to develop individual and collective needs, using at the same time several capacities (cognitive, practical, emotional...).
In this sense, since the European Parliament define the key competitions for the permanent learning like “the combination of knowledges, capacities and suitable attitudes to the context” (Commission of the European Communities, 2006), that concretise in eight key competitions, between which highlight three:
1. Communication in native language
4. Digital competition
8. Consciousness and cultural expression
Therefore, we are in a context in which the curricula have been transformed into competences and between the key competences (of a European level) are indicated two directly related to the subject language (key competence 1) and literature (key competence 8). And digital competence (4), which is defined in relation to the ability to create, search, share, communicate and evaluate content. Therefore, it could also be related to the own competences of the linguistic field.
If we take a look at secondary school studies, in teaching/learning language and literature, we have to demonstrate that we need to teach different things, in a different way, with different objectives.
Traditionally, the field of language teaching and literature has been little permeable to the entry of technology. Nowadays, the present writers will have to have tools that serve them as active individuals in a technician world. This implies both, work capacities and social involvement.
Faced with this reality, a subject such as language and literature is the natural space where young people should acquire the necessary skills to understand and produce messages, as well as to analyse them and discern their veracity and importance.
We are at this point. What do we teach, how do we teach? And from this general question we propose the research. We think that you can teach language and literature with the use of technology. In fact, it should be done.
But, is language and literature taught with technology? To find out the answer, we analyse the use of technology to achieve curricular competencies (linguistic, literary and digital) in digital textbooks.
We choose digital textbooks (a) because they are the real curricula in the classroom (García, 1999) and (b) because working with digital material helps to incorporate technology into the teaching / learning process compared to the teaching logic around the textbook.
So it is necessary to analyse the use of technology in digital textbooks to assess to what extent they are used to prepare students in linguistic, literary and digital competences.
In parallel, technology has been incorporated into all areas of study. Philology is not an exception; That's why digital philology has appeared. To achieve the best training in the field of language and literature, it will be necessary to analyse the incorporation of this discipline into digital textbooks, so that, once again, we can make decisions about the creation of materials and, finally, on the formation of our teens.
It is based on the comparison and relationship between the powers established in the international field (PISA, OCDE-DeSeCo and Commission of the European Communities, 2006), national (LOE - Jefatura del Estado, 2006; LOMCE - Jefatura del Estado, 2013) and regional (Sarramona, 2000; Generalitat de Catalunya, 2002).
12 books of Catalan language and literature are analysed as a case study.

The choice of content analysis is based as an appropriate methodology for research that will be developed because: it is usual (especially in the area of languages) and allows to analyse the content, delimit its dimensions and create a categorical system to include the various parts of the message in the corresponding category (Boronat, 2005); It allows to verify to what extent the content of the communication fulfils the objectives (Berelson, 1952). The methodology of content analysis is followed according to the usual sources (Bardin, 1986; Berelson, 1952; Krippendorff, 1990; Mayring, 2000). To give more solidity to the choice, the theory of manifest and latent meanings are related with communicative theory (Jakobson, 1960) and locutionary, illocutionary and perlocutionary speech acts (Austin, 1962). So that the latent meaning is assimilable to the illocutionary meaning (the intention, the meaning according to the context). Following the communication scheme established by Jakobson (1960), the digital textbook has an emitter (the authors) and a receiver (the students), with the mediation of the teaching staff. From here, for each use of technology, different aspects of the communicative message are analysed: the signified (competence worked), the signifier (how it has and how it is used) and the context (when and where it appears). The following methodological research model is established, following Johnson & Onwuegbuzie (2004). Work is being done on the analysis of 3 digital textbooks publishers projects of secondary digital literatures in Catalan language and literature. The analysis tool is created with a categorization and coding process to transform the units of analysis, categories and subcategories into registration units. The result is the analysis tool in which each of the categories/subcategories is defined and are related to the theoretical framework. The code book is created. Specifies how the data obtained is encoded in SPSS. There are no changes to the validated instrument, it is the adaptation to the logic of the statistical software. Following Krippendorff (1990) and Hernández, Fernández and Baptista (2006) the validity of the analysis instrument is certified by validity of the sample and the semantic or content validity. Following Carmines and Zeller (1979), Krippendorff (1990), Neuendorf (2002) and Viswesvaran, Ones and Schmidt (1996), reliability is established as a temporary stability through the test-retest procedure developed by the same encoder. 4,500-5,000 units of record are analysed (uses of technology) and investigates what skills are being worked on.

The data analysis will be carried out by means of descriptive statistical analysis. We will work: frequency distribution; measures of central tendency: mean, mode and media; measures of dispersion: deviation and variance. The digital text books analysed: - Use the technology to achieve linguistic, literary and digital competences differently according to competence. - They rarely use technology to achieve the skills of digital philology. - Use the technology to achieve the skills of digital philology differently according to competence. - There are relationships between linguistic, literary and digital competences, digital philology and digital literacy. - Digital philology is rarely used as a strategy to achieve linguistic, literary and digital skills. - They do not offer a prior use of technology and digital philology to achieve linguistic, literary and digital skills, as well as digital literacy. - There are no significant differences in the use of technology among the courses of the same editorial. - The three publishers introduce the use of technology in a differentiated way. As a general conclusion, the uses of technology are of low intensity. Some competences work a lot while others never. They concentrate on activities (very often self-corrective), internal content, work individually, the student assumes the role of consumer, appear in main spaces, especially if they are interactive, are not used socially and are incorporated within the digital textbooks. Similarly, there are few skills related to digital philology, the simplest ones related to general internet uses. Therefore, it is necessary to change the paradigm in the teaching of language and literature, with a strong communication approach, in which they are incorporated: - Digital strategies to analyse language and literature. - Study of the new linguistic and literary realities that arise in the digital environment.

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