DIGITAL TEACHER EDUCATION AND EDUCATIONAL COMPETENCE: CHALLENGES AND ADVANCES IN THE DEVELOPMENT OF DIGITAL COMPETENCIES

DESAFÍOS Y AVANCES EN EL DESARROLLO DE COMPETENCIAS DIGITALES

Abstract

The incorporation of Digital Information and Communication Technologies into the school environment has intensified the need to understand how teachers develop digital competencies capable of qualifying pedagogical practices. This bibliographic, qualitative, and descriptive study analyzes how scientific literature presents continuing education as a structuring element for the consolidation of such competencies in elementary education. The review reveals that the instrumental use of technologies remains dominant in many schools, contrasting with curricular guidelines that require investigative, collaborative, and critical approaches. The authors consulted demonstrate that teachers’ digital competence is a gradual and situated process, dependent on permanent professional development policies and institutional conditions that support experimentation, planning, and reflection. The study concludes that the meaningful integration of digital technologies requires articulation between school culture, educational policies, pedagogical mediation, and continuous professional development, overcoming transmissive models and fostering more autonomous and authorial practices.