Soporte digitales vs soporte físico en el aprendizaje de las regla de ortografía en educación primaria.

Technological advances have brought about highly significant social and culturalchanges, and education has not been exempted from them. Teachers face familystructures and students that are far removed from the traditional models they onceused as references and with which they were accustomed to working.This study analyzes the perceptions of teachers and students regarding spelling andthe use of digital tools, as well as the outcomes of incorporating such tools in thelearning of spelling (acute, grave, and proparoxytone words).The questionnaire administered to teachers reveals that most of them perceivestudents’ spelling levels as below expectations and identify lack of concentration,associated with the use of electronic devices, as the main difficulty they encounter.Relatively few teachers apply digital methodologies in their classes, and many considerthat these tools do not improve results.Almost all students have electronic devices at home, but only slightly more than halfuse them under adult supervision, mainly for schoolwork. Computers are available inschools, but they are not used on a daily basis; moreover, relatively few students usethem to learn spelling.The results of the intervention carried out to assess whether spelling learning improvesthrough digital tools, compared to more traditional methodologies based on physicalresources, show that digital tools do not enhance spelling performance. Furthermore, agreater lack of concentration was observed in students who used digital tools.