Abstract

The presence of technological resources in schools and the high performance of socalled «Technology Generation» or «Generation Z» students are not enough to develop students' digital competence. The primary key is determined by the technological and pedagogical skills of teachers. In this paper, we intend to analyze the level of ICT skills of teachers in primary and secondary establishing a competency framework adapted to the Spanish educational environment, using as a basis the standards established by UNESCO in 2008 and reformulated in the year 2011. For this purpose, a questionnaire was done to show the profile of ICT teacher training faculty of the sample (80 schools and 1,433 teachers in the Community of Madrid) to study the characteristics of better trained for the development of teachers was conducted Digital jurisdiction under the Ministry of Education of Spain. The study results show a significant difference between optimal ICT skills and the low skills that teachers really have to develop learning activities with technological tools for their students. Teachers’ digital skills are very important in the development of learning processes to introduce technologies as tools in the service of education, and this study will allow us to make decisions in policy formation and throughout early career teachers.

Abstract