Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón.

This paper describes and analyzes the level of digital competence in high school teachers in the autonomous community of Aragon (Spain). It takes the standards set by international organizations and the Spanish Ministry of Education as a basis to define the dimensions of digital competence and the two aspects studied: technical knowledge and educational application. Data was collected through a purpose-built questionnaire. The results show that teachers recognize the contribution that ITC can make to the teaching-learning process, but that, despite an average level of performance for personal use (searching for information, using the most common tools), teachers’ application of ITC to education is poor. The results highlight the need to strengthen teachers’ initial training and promote continuing education programs to develop competence. [ABSTRACT FROM AUTHOR]