La tecnología, como ingrediente fundamental para el avance de la Sociedad del Conocimiento, ha asumido un papel fundamental en el entorno educativo. En esta línea, diferentes instituciones y estudios científicos respaldan la importancia de la competencia digital docente dentro de los nuevos contextos de alfabetización. Este artículo persigue brindar un análisis objetivo y riguroso del concepto, estudiando el principal marco europeo de competencia digital docente «DigCompEdu». Además, también se presenta la traducción y adaptación al español del cuestionario «DigCompEdu Check-In». Todo ello puede resultar de interés para vertebrar y evaluar planes formativos personalizados y para la mejora del nivel de competencia digital del profesorado. Así mismo, se propone abrir diferentes líneas de investigación relacionadas con las necesidades formativas en TIC, avaladas por herramientas fiables y válidas de evaluación competencial.

We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.

We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium‐low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice. Practitioner notes: What we already know about this topic Teachers have to find and adapt educational technology to achieve a higher level of success in students with disabilities. The use of ICT resources by teachers acts as a bridge to promote learning in students with disabilities. What this paper adds Identification of those predictors that significantly influence the acquisition of digital competence in teaching staff at various stages of education: gender, educational stage, motivation, attitude towards technologies and having students with specific educational support needs. A proposal of didactic applications is provided to address the different types of functional diversity. Implications for practice and/or policy It is essential that training plans on digital competence are established to assist students with functional diversity in their different learning stages. In this sense, personalised training itineraries or TMOOCs can be of major assistance. Expansion of the study sample (macro level) to identify digital factors, which affect the acquisition of the digital competence of the teaching staff to support their students' disabilities. Change regarding the type of diagnosis through self‐perception tests, such as those presented by these models, and subsequent work in other fields such as e‐portfolios of evidence or instruments in the form of problem solving.

Una de las fases del proceso de instrucción que menos cambios ha sufrido a lo largo de la historia ha sido la de la evaluación. En un contexto virtual, una de las preocupaciones que muestran los docentes respecto a la evaluación se relaciona con las problemáticas de su implementación y la vertebración de diferentes e-actividades. Por e-actividades se entienden todas las tareas desarrolladas por el estudiante de forma individual o colectiva en un entorno digital, y que están destinadas a obtener un aprendizaje específico. Son, por tanto, el vínculo que une la enseñanza y el aprendizaje en la denominada Sociedad del Conocimiento. En esta línea, este artículo trata de realizar una panorámica por el fenómeno de las e-actividades dentro de los entornos virtuales de aprendizaje. Para ello, realiza una síntesis de los principales estudios sobre el tema en cuanto a definición, tipología, selección y análisis. Los resultados ofrecen un recorrido que avala la importancia de estos recursos como objetos de aprendizaje auténtico. Por este motivo, es necesario que los docentes desarrollen competencias en cuanto a su selección, creación, modificación y evaluación. En esta línea, se esbozan diferentes criterios a tener en cuenta y que se pueden movilizar para el desarrollo de dichas competencias clave.