1 Introduction

This article derives from an empirical research carried out over three years (2016–2019) whose purpose was to explore and analyses the digital educational resources offered online for Primary Education in Spain. Our research design is based on the assumption that the omnipresence of digital technologies in their multiple formats (tablets, smartphones, multimedia, laptops, etc.) is not only transforming the productive, economic and service sectors of our society, but has also altered the forms and processes of elaboration, distribution and consumption of culture and knowledge. The latter is directly affecting the traditional cultural industries of packaging and dissemination of information (music, cinema, media, etc.), generating a crisis of the traditional model of production and access to these cultural products (in the field of music, cinema, advertising, press, books, etc.). Similarly, these phenomena of digital transformation are also occurring with traditional educational materials such as textbooks, where the didactic monopoly that the textbook had years ago in the classroom is being questioned, having to share it with other resources of a digital nature. In this article we set out to explore what visions and opinions do educational agents (teachers, families and publishers) have about the potential of digital educational resources, and what are the didactic practices of these resources in the school classrooms.

2 Theoretical Background

The academic production developed on didactic resources or materials for three decades has generated a wide and abundant bibliography that has addressed the conceptualization of teaching aids, didactic materials or educational resources. This set of works have shown that:

  • Didactic or instructional means are an object made up of both an artifactual-technological dimension and a semantic-symbolic dimension intended to facilitate some type of teaching-learning process.

  • Didactic media play different didactic and curricular functions in the professional practice of teaching (preparation or planning of classes, support for teaching situations during their development, tools for evaluation).

  • Didactic media are resources that stimulate and foster empirical and/or symbolic learning experiences for students to acquire knowledge.

The didactic material or resource can be defined as a cultural, physical or digital object, elaborated to generate learning in a certain educational situation (Area, 2020). For this reason, the experience of use or interaction of the student with the didactic material or artifact occurs in a school context that is conditioned by multiple variables: teaching methodology, availability of resources in the center and classroom, activities developed, among others.

For more than a decade, digital technologies have been driving a profound transformation in the production, distribution and consumption of culture and knowledge (Einav, 2015; Engen, 2019; Rossignoli et al., 2018). This process is a complex phenomenon involving diverse intertwining dimensions that go far beyond the mere change of technological format. Digital transformation is directly affecting the field of educational material and school teaching resources (Author, 20xx; Al-lmamy, Samer, 2020; Gopal, 2020) and this is exemplified by the conversion of traditional printed materials, such as textbooks, into a new generation of digital educational resources (Xie et al., 2018). Around school teaching materials, and in particular textbooks, there is an important cultural industry. For more than a decade there has been the concept of Open Educational Resource (OER) (Wiley, 2008; Lane y MacAndrew, 2010; Wiley, Bliss and McEwen, 2014) that is promoting the use of digital resources in the classroom.

2.1 What are the Digital Educational Resources (DER)?

Educational resources are currently one of the visible axes of the school's digital transformation process. Paper textbooks are beginning to be replaced by different digital resources that allow students to develop learning activities of a different nature: search for and critically analyze information on the Internet, develop collaborative projects between groups of students, create digital content in formats audiovisual and multimedia, etc.

Around them there is an important cultural industry for the production and marketing of digital educational resources. Likewise, government educational policies are also being developed that facilitate the creation and use by teachers of digital resources in schools. A large body of literature has identified a number of technical features or attributes that define them (Reints, and Wilkens, 2014): they are reusable, accessible, interoperable, portable and durable. They are also differentiated by their granularity, which refers to the size and complexity or scope of the object, which can range from a simple activity or specific exercise to the design of an entire course. Learning objects would be like Lego or puzzle pieces that can be inserted, interchanged and intermixed.

There are different classifications of these types of artefacts or digital objects for educational purposes. By way of examples, we will present the one made by Churchill (2017) where the form of representation of the content offered by the material interacts with the type of knowledge that we want to promote in the students. In this way, this author classifies digital resources and materials with educational potential as follows: (a) information visualisation resources or objects (maps, timeline, graphics, icons, photographs…); (b) knowledge exposition resources (tutorial ebook, multimedia presentation slides, video recording, audio podcast, tutorial…); (c) resources for practice or exercise (interactive games, video games, online test,..); (d) resources for the presentation of concepts (adopting the format of courses or lessons); and (e) resources for the presentation of data (interactive environment for data manipulation).

Among the different types of digital educational resources we can highlight the following concepts (Area, 2020):

  • Digital object It is a digital file that carries any type of content, information and/or knowledge. They adopt different formats or languages of expression (documents, videos, photos, infographics, podcasts, augmented reality, geolocation, …). When stored in an organised way, they constitute a repository of digital objects.

  • Digital learning object It is a particular type of digital objects created with a didactic intention. Wiley (2000) defines them as "any resource that can support the learning process mediated by some technology", which offers a very broad characterisation of them. In most cases, they take the form of activities or exercises to be completed by a student; a video to be watched, a reading text, an explanatory animation or any other digital resource created for educational purposes. They are abundant in educational cyberspace. They are largely multimedia and interactive in nature. They are also often organised and accessible in educational online libraries or repositories.

  • Digital textbook Electronic or digital textbooks are a particular type of highly relevant digital learning materials. They are composed of multiple digital learning objects assembled as a single learning artefact, as a virtual environment. They represent the digital evolution or transformation of paper textbooks: they are a structured package of a complete teaching proposal (with contents and activities) planned for a specific subject and a specific course or educational level. Like traditional textbooks, they are industrially produced and are used by teachers to manage their teaching in a systematic, methodical and regular way. Unlike paper textbooks, digital textbooks allow a certain degree of flexibility, malleability and adaptability to the characteristics of the teacher and his or her class group. The current format of these digital school books, in the Spanish context, is distributed through online platforms.

  • Educational online portal or platform This refers to those websites that host, in a more or less structured way, a set of teaching materials and resources that have the potential to be used in teaching–learning processes. These portals or platforms are differentiated according to whether they are free or restricted access (requiring a user ID and password to access the material). A distinction can also be made between portals created and managed by institutional bodies (such as those of regional and state educational administrations) or by private companies (such as publishers' portals). In the first case, they are platforms or portals that offer free and open access digital resources or objects (Butcher, 2015; OECD, 2007). In the second case, they are often portals that require payment of an access licence.

3 Research Topics on Digital Educational Resources (DER)

There is a large body of literature on research on digital educational resources at the international level. The works by Fernandes et al. (2020), Branch et al. (2019) provide good insight into this field. The lines that have received the most attention involve the consideration of educational digital resources as “objects or artifacts” for teaching and learning (Wiley, 2008). In this respect, the analysis and evaluation of these resources may be the line of research that has received the most attention (Kohout-Tailor & Sheaffer, 2020).

The concept of open digital resources (Wiley et al., 2014) has also been the focus of much research, especially insofar as storage and distribution through open online repositories (Kim et al., 2019; Marcus-Quinn & Diggins, 2013). Author (20xx) identified a variety of lines and topics currently under development regarding educational resources and materials which are summarized in Table 1.

Table 1 Current lines in the evaluation and analysis of digital educational resources (DER)
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One of the most relevant studies on digital resources for the school environment (Fuhs and Bock, 2018) clearly demonstrates that educational quality does not depend solely on the characteristics of the technology or educational material being used, but rather on the corresponding context, teacher professionalism and teaching method. It has been found that the continued use of digital textbooks generates different emotions in teachers (Chiu, 2017).

A shared assumption in this field is the urgent need for schools to appropriate digital technology and radically transform their discourse and pedagogical practice (Avvisati et al., 2013; Bottino, 2020; Nedungadi et al., 2018). However, we should emphasize that it is well known that the mere substitution of one type of technology for another does not transform teaching or learning processes. Many more variables (organizational, educational, personal, cultural) intervene in processes of pedagogical change and innovation (Grönlund et al., 2018). In order to transform educational methods and practices with materials, it is necessary to develop new pedagogical and curricular approaches, rearrange school organization, build teacher professionalism, and create new resources, materials, contents, tools and services so that teachers, students and their families can teach and learn online.

In summary, we can say that the principles or reference points on which this research is based are as follows:a) A systemic view on research in educational technologies where we not only focus attention on the characteristics of the media or materials as digital objects, but also analyse them contextually and functionally in relation to the rest of the agents, dimensions and educational processes of the school system;b) The theory on the processes of innovation and educational change in schools, since digital media and materials are a necessary curricular component whose role or functionality, among others, is to facilitate the putting into practice and implementation of innovative educational proposals and projects linked to the transformation of the school in the digital society of the twenty-first century;c) A holistic and critical approach to research on educational technologies that explores their impact on educational change through the thinking of educational agents and their classroom practices.

4 Research Design and Procedure

This research aimed to explore and analyze the phenomena and processes that surround and accompany the process of new models of production and distribution of teaching materials on digital platforms, as well as the impact they have on the teaching and learning practices developed in schools and classrooms. To this end, we focus our attention on the analysis of the supply of digital teaching materials in Primary Education, carrying out the study in three autonomous communities or regions of Spain: the Canary Islands, Galicia and the Valencian Community.

The starting questions for the development of this research were the following:

  • What kind of digital educational materials are currently offered online for the school use?

  • What pedagogical model underlies them?

  • What representation do the different educational and social agents involved have?

  • How are they used and what impact do they have on teaching and learning for the diversity of students in our classrooms?

  • What recommendations can be made to the different agents and sectors involved in order to produce and use the school resources and content distributed online with educational quality?

We use a mixed methodological approach with diverse research techniques: content analysis, interviews, classroom observations, discussion groups, documentary analysis, multi-case analysis, … and where we have explored the visions and representations of the different educational agents and actors: teachers, students, families, publishers and technical managers of the educational administrations. The basic questions that guided the research were the following:

  • What do educational agents think about digital educational material?

  • What use is made of digital educational materials in schools and classrooms?

We carried out two studies analyzing these educational materials from a multidimensional perspective. Our qualitative research methodology involved a combination of analysis strategies. Figure 1 displays our two-level approach: the analysis of educational agents’ subjective representations, and the analysis of practices with digital educational resources in schools. Each study had its own specific objetives and procedures (Table 2).

Fig. 1
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The analysis of digital educational resources. Dimensions and studies carried out

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Table 2 Objectives and procedures for each study
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4.1 Study I. The Analysis of the Subjectivities of Educational Agents (teachers, families and editors)

The aim of Study I was to identify the representations and opinions regarding the transition from textbooks to digital educational content of the various agents involved: teachers, families and managers of institutional portals as well as private publishing companies (Appendix 1). The first step was elaborating interview guidelines for each of the four agent groups, which were validated by professionals. The following phase was selecting a sample for each group. In the case of teachers and families, the criteria for selection were that teachers taught the 5th or 6th grade and families with children in those grades, and that teachers and students were using DER (Digital Educational Resources). However, the selection was incidental as it was a quick way of attaining the sample. With respect to teachers, the discussion group technique was used to determine attitudes, feelings, motivations, perceptions and opinions from the perspective of those involved. It was also an opportunity to provide professional support while promoting the exchange of ideas and experiences. With families and students, the interview technique was used.

A total of 41 teachers were interviewed in six discussion groups. They were structured interviews. Six to ten people participated in each session, which lasted 45 to 60 min. Six group interviews with families lasted 15 to 20 min, involving a total of 31 families and 20 students. The sessions were conducted by members of each research team at the school or corresponding university, and were recorded in audio or audiovisual format, depending on participant permission. The questions asked to each type of educational agent can be seen in appendix 4.

The opinions of platform managers were gathered through individual interviews. Ten managers from publishing companies were interviewed, as were 3 managers from institutional platforms. Sessions were conducted by members of each research team by videoconference, except for two session which were carried out in the interviewee’s work environment. Finally, a summary report was drafted by a group of researchers from each team.

The process of analysing the interviews was as follows: First level of analysis (level 1): Elaboration of Question Matrices synthesising the answers of each subject/group to each question asked. Second level (level 2): From the previous table, another Table or Matrix of categories that represent or synthesise what is expressed by each agent according to the identified categories is elaborated. Third level (level 3): Comparative matrices between agents. This matrix is constructed as a synthesis of all of the above. It consisted of creating a single double-entry table in which each type of agent (Teachers, Students, Families and Publishers) appears vertically, and the different categories of the interviews vertically. Level 4: Comparative matrix of educational agents at the Spanish national level (See appendix 5).

The categories used for coding data varied according to agent but followed a similar design. For teachers, the main categories were as follows: value for learning of DER (Digital Educational Resources), DER use in classroom, training in DER use, school context, economic barriers to DER use. For families, the categories were as follows: DER value for learning, economic barriers to DER use, DER use at home and for communication with teachers. For students the categories were as follows: educational resource preference (DER or printed text books), personal use of digital devices, academic use of digital devices. The categories for institutional portal managers and publishing house platform managers were similar: identification data, portal structure, DER production or development, DER evaluation, educational model supported by the portal, and final comments (on the role of public institutions and private enterprises in DER production, the future of DER and printed textbooks, and the training of teachers and families in DER use).

4.2 Study II. The Analysis of School use of Digital Materials

This was a multi-case study undertaken to explore the use of educational materials, and was surely the most complex in terms of methodology. Studying a set of cases can help to identify common characteristics of a phenomenon that appear in different contexts, and this approach is very useful for understanding vague or unexplored concepts to facilitate generalization (Yin, 2009). Seven case studies were undertaken. The selection criteria were the following: (a) Primary schools (b) with experience in the use of digital content (c) 5th and 6th grades (d) located in three different regions of Spain. The first step was initial contact with schools to present the case study process and conditions for schools. The second phase involved selecting schools, negotiating study conditions, and planning the data collection process. The next step was data collection at each school through direct non-participant classroom observations, interviews and document analysis.

Eighteen groups from 7 schools were observed (two classrooms in four schools, one classroom in one school, three classrooms in one school and six classrooms in another school). All groups included 5th and 6th graders, except for one school where 4th and 5th graders were observed. Class size ranged from 22 to 26 students. All classes were conducted by one teacher, except two groups at one school that were mixed for certain subjects (4th and 5th grades) and conducted by two teachers. Approximately 4 sessions were observed in every classroom for a total of 85 sessions.

The next phase consisted of data analysis and reports for each case following a common format with the following sections: case features; agents views on ICT at school and DER; classroom practices with ICT and DER; and conclusions. Reports were then submitted to schools for comments. The final phase involved drafting the multi-case study to compare the main findings of the 7 case studies.

A variety of analytical tools and techniques were applied in Study II. The data collection procedures can be found in Appendix 2.The following tools for information collection were used: interview guidelines for use with school principals, ICT coordinators, teachers (in charge of overserved classrooms), teacher team coordinators, and parent association representatives; a class observation sheet; and a document analysis sheet. Interview data were transcribed and coded, then themes and findings were identified for each category. Class observation sheet data was summarized and organized around the following topics: features of the observed groups; teaching–learning processes with ICT, use of ICT and DER, and conclusions including strengths, weaknesses, facilitating factors for ICT and DER use, and areas for improvement. The dimensions and sub-dimensions of analysis used can be found in Appendix 3.

To prepare for multi-case analysis, the original 7 case study reports were rewritten according to the following outline: the stage (setting the action), classroom practices (unraveling the action), and conclusions. The first part of the report involved school background information for understanding the case, the second part identified instructional uses of DER observed in classrooms and areas for improvement. Then the multi-case study was undertaken comparing similarities and differences in the seven schools and identifying six different uses of DER, ranging from an integrated use of ICT at school and in the community to use of ICT and DER in association with textbook activities (printed or digitalized).

5 Results

Our results are structured in accordance to the studies conducted in the project.

5.1 Study I. What do Educational Agents Think About Digital Educational Resources?

The purpose of the first study was to identify and analyze the views of the agents involved (families, teachers, publishers and institutional platforms) regarding design, dissemination and use of digital educational materials. In order to do so, we designed a study with two specific aims: a) to identify the views of educational agents (teachers and families) insofar as the didactic potential of digital content in primary education and b) to analyze the representations of institutional website/repository managers and commercial educational content producers regarding the didactic potential of digital content in primary education.

With respect to their views on the creation and use of the educational materials, teachers emphasized the need for reciprocity in the teaching–learning process. Teachers said that digital materials do not replace traditional materials, but instead complement them. They believe that it is necessary to improve academic ICT training for teachers at the university level (Bachelor's and Master's degrees).

Insofar as the views of institutional portal technical managers, it is evident that teams charged with designing and creating classroom resources for teachers and students are made up of diverse profiles, but educational professionals predominate. The institutional portals base their activity on collaboration with active teachers who contribute knowledge in educational technology, teaching and pedagogical experience as well as mastery of a specific subject or curricular area.

With respect to development and evaluation, it should be noted that many institutional portals function as free access websites where teachers can publish their own resources, elaborated according to a diversity of criteria. On the other hand, websites that work with teachers and multidisciplinary teams in the elaboration of digital educational materials often have similar elaboration criteria.

As regards the views of publishing company technical managers, all the interviewees responded that teachers at all educational levels (university, secondary, primary and early childhood) participated in the creation of DER. They are usually active in their schools and have the support of experts in education and other fields. The work teams that create DER are multidisciplinary. It is noteworthy that publishers are beginning to take criteria other than aesthetics into account, such as the following: materials must not transmit gender-related stereotypes (e.g. social roles, behavior patterns, personal image, and social expectations), they must not be biased and they must not discriminate based on social class, sex, culture or beliefs. Furthermore, criteria must be adapted to objectives, content and methodological approach. They must be contextualized within the proposed didactic unit and psychological impact must be suitable for student age.

Most of the families participating in the discussion groups had an open attitude towards the use of DER in the classroom, opting for combination with print and analog media. Not all families considered DER necessary for every subject; however, they do mention the importance of using ICT in the classroom to facilitate the teaching–learning process and to expose students to the world of information and communication. It is noteworthy that some family representatives recognized the effort and competence of teachers when it comes to implementing technology in a pedagogical, ethical and effective way. In addition, digital resources were considered to be a fundamental tool for addressing inequality at school.

Table 3 shows the similarities and differences in agents’ views. Regarding the degree of technology integration into teaching–learning processes, all educational agents agreed on the need to promote a hybrid model combining analog and digital materials. Likewise, they insisted on the need for responsibility, criticism and awareness when digitizing curricular content, since it is not merely a matter of supplanting traditional analogue materials with digital ones, but rather connecting them to achieve greater scope, motivation and attention.

Table 3 Views of educational agents regarding digital educational resources (DER)
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5.2 Study II. Use of Digital Educational Materials in Schools and Classrooms. A Multi-case School Study

The second study involved the analysis of how digital educational resources are used in seven schools. The dimensions and sub-dimensions of the analysis are shown in Table 4.

Table 4 Analysis dimensions in the multi-case study (Author, 20xx)
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The main findings are summarized below

  • The role of textbooks in classroom practice. The cases studied reflect a diversity of textbook practices. In one case, teachers did not use textbooks, and in another four cases, textbooks seemed to be losing their prominence in teaching practice. Although textbooks continued to function as a guide, in most cases their role was complementary to other materials, including DER.

  • The origin of DER. Four main sources were identified: open access materials from the web, commercial platforms, educational administration portals and materials created by teachers themselves. In every school, there were teachers who prepared DER, however, the most frequent sources were the web (open access materials) and educational administration portals. The latter was the most common source in state schools, while commercial textbook publishers were not the primary source in any case.

  • The creation of digital materials by teachers. Most teachers used or adapted existing materials. However, some teachers created their own DER, and combined them with other DER from various sources as well as non-digital materials. In fact, most of the teachers interviewed considered that the most appropriate way to proceed was to combine DER with other types of material. Nevertheless, the quality of materials created by teachers was usually poorer than the materials available from other sources. The main reason given by teachers for developing DER was that available materials were not tailored to the specific needs of their students. From the teachers’ standpoint, DER are used for various purposes: to present activities to students, to receive students' learning products (reproductive or creative) and to evaluate students. They are also used to motivate students and promote different types of learning. From the students' standpoint, DER are used to develop learning products (reproductive or creative), to learn, and to communicate what they have learned to their peers and teachers.

  • The impact of these materials on classroom activities. The observations made in the different groups suggest that what determines the type of activities undertaken in the classrooms is not the nature of the material itself, but the underlying teaching methodology. This finding has already been confirmed by previous studies. There were teachers who used digital materials in the context of traditional teaching methodologies. However, it is worth bearing in mind that DER have pedagogical potential that textbooks do not, but this potential can only be realized in the context of effectively innovative methodologies.

In summary, the multi-case study in seven schools showed that the pedagogical integration of ICT and the use of digital educational materials do not depend solely on the action of single teachers in the classroom, but on school decisions taken over time regarding educational technologies (Author, 20xx).

6 Discussion and Conclusions

Insofar as the opinion of educational agents, teachers expressed the need to have more and better training on the creation, use and evaluation of digital educational materials, as has been highlighted in previous research (Magdas & Dringu, 2016; Mahapatra, 2020; Palacios et al., 2020). Managers of institutional portals drew attention to assessment by teachers and pupils as a way to understand the socio-educational impact of their platforms. Technicians from commercial publishing companies expressed the importance of focusing on the needs and criticisms from teachers and pupils. (Allen Knight, 20xx) as well as coordinating technical teams to create teaching materials with high interactive and pedagogical value. In line with Marsh et al. (2017), it was considered that families should participate more actively in the design of digital educational resources.

A common aspect mentioned by the different members of the educational community was the need to develop hybrid models supporting the coexistence of analog and digital material. Studies such as Weng et al. (2018) also report this opinion.

Another consideration emerges as a consequence. In the process of DER production, it would be very beneficial to incorporate methods of co-creation in order to take advantage of users’ diverse perspectives and capabilities (whether teachers, pupils or families). Users should be involved in the processes not only of design but also of evaluation, because the production of DER should not be left solely in the hands of publishing companies, educational experts, nor educational researchers.

Teachers tend to use or adapt existing materials. They functionally modify resources produced by other entities (companies, educational administrations, and other teaching groups) to their didactic needs and the characteristics of their pupils. Some teachers create their own digital educational materials and use them in combination with other digital and analog resources. Usually, the technical and pedagogical quality of self-produced materials is often poorer than those available from other sources. The main reason teachers give for self-producing materials is that the commercial and institutional materials available do not meet the specific needs of their pupils. The didactic functionality of self-produced digital materials is to motivate pupils and promote different types of learning (Zwart et al., 2017).

Another conclusion of this study, which is in line with previous research, is that the type of activities carried out in classrooms is not determined by characteristics of materials themselves, but by the underlying teaching methodology. Likewise, there are certain barriers (e.g. school institutional rigidity and isolation, teachers’ professional practices and beliefs) which affect the use of educational resources (Sumardi et al., 2020; Sunkel, 2012).

These findings lead to a third conclusion. Rather than focusing on the provision of technological resources to individual schools, educational policies regarding ICT and DER should provide teachers with training opportunities to foster innovations with educational resources and technologies, as well as promoting school collaboration projects and improvement networks (Author, 20xx).

Our study findings have practical implications for improving the technical and pedagogical quality of digital didactic resources. These recommendations have already been disseminated (Author, 20xx). This guide provides practical guidance for enterprises and educational institutions on the design, development and evaluation of digital learning materials, recommendations for teachers on the selection and use of materials in the classroom, and guidance for families on the educational use of digital technologies at home.

Furthermore, the design of this research project, which approaches educational resources from a multidimensional perspective (didactic objects; agent subjectivities; school and classroom practices), has the potential for replication and adaptation to other regional and national contexts. This methodology makes it possible to understand the characteristics of materials, their online distribution platforms, how they are viewed by educational agents, and their classroom use in different school contexts.

It should be noted that, unlike previous studies on teaching aids and materials, our research offers a more holistic and systemic approach to the analysis and evaluation of DER. We address not only the characteristics of DER and their distribution through digital education platforms, but also the subjectivities and practices of users. Our research offers an integrated methodological approach involving various qualitative strategies, and also incorporates advances in knowledge regarding how these resources are modulated and adapted in school practice. By means of our multi-case studies, we have found that school use of such materials is conditioned by factors external to the teacher (such as the dominant pedagogical culture in the school and the availability of DER in the classroom), as well as individual factors involving teaching methodology, prior experience with analogue/digital materials, and pedagogical beliefs. To some extent, these factors coincide with previous reports on ICT use in schools (Keengwe et al., 2008; Kopcha, 2012) and explain why some teachers continue to predominantly use textbooks and occasionally incorporate digital resources, while other teachers apply a work project methodology where students constantly use a wide range of digital and/or analogue materials. The latter teachers are not only users but sometimes also producers of digital learning materials.

With regard to study limitations and future prospects, the present study could be complemented by additional research. For example, it would be of interest to design and carry out quantitative studies by means of questionnaires to collect descriptive data on the opinions of teachers, pupils and families. Another limitation is that the analysis is limited to a single country: Spain. It would be interesting to extend this analysis to other countries in Europe and other continents in order to allow transnational comparisons and a broader more holistic outlook of the idiosyncratic transformation processes involving digital learning materials throughout the world. Such studies could provide rationale for national education policies regarding the production, dissemination and use of digital learning materials at schools.

Finally, this research provides an approach to the discourse or subjectivity of educational agents regarding digital educational resources and their practices in schools. However, there are still very important questions that the school must address in collaboration with other social agents. Among them, we highlight three: What are the challenges for schools if they want to train the next generations so that students are able to face the challenges of twenty-first century society equipped with values such as social justice, equity and sustainability? What changes should be introduced in the curricula of future teachers and in continuous training in order to have teachers who are not only digitally competent, but who can face the challenges of the twenty-first century school? And in what ways can families be involved in this process by giving them a voice and encouraging their participation?