Based on preliminary studies focused on the basic principles of Grounded Theory, we analyzed inclusion modalities focused on TIC integration in didactic proposals based on Language and Literature contents. We determined the proposals analyzed on the basis of different categories: work methodology, disciplinary content, beneficiaries, disciplinary approach to content, technological tools and technological integration modalities. This research is presented based on the referred categorization, with the purpose of adjusting, checking and adapting it on the basis of broader proposals, where the articulation of approaches such as the didactic dimension, disciplinary, and technological innovation is prioritized. In this way, a transitory classification has been developed that describes the different ways of incorporating TICs in proposals that cover contents specific to the area of Language and Literature: the use of technology as a support tool for the development of activities and contents; the inclusion of technology to demonstrate its application based on a specific content; and the adoption of technology to foster the creation and innovation of new content.