DIGITAL TEACHING COMPETENCIES: TRANSFORMATION AND STRENGTHENING THROUGH SCHOOL PRACTICE

Abstract

The expansion of digital technologies has profoundly transformed teaching dynamics, modes of pedagogical interaction, and the organization of learning in contemporary schools. In this context, teachers’ digital competencies play a crucial role in understanding how educators address the challenges of digital culture and re-signify their pedagogical practice in technology-mediated environments. Within this framework, this scientific essay aims to analyze, from a comprehensive perspective, the development of teachers’ digital competencies based on the transformations experienced in school educational practice in digitalized contexts. The text is constructed through an interpretative approach, oriented toward understanding the pedagogical meanings that emerge from teachers’ experiences with the use of technology in the classroom.Throughout the analysis, different conceptual approaches to teachers’ digital competence are examined, as well as the tensions that arise between the incorporation of technological innovations and the persistence of traditional pedagogical practices. In this regard, the essay argues that teachers’ digital competencies should not be understood solely as technical skills related to the use of digital tools, but rather as a pedagogical and cultural construction embedded in the interaction among teachers, technologies, and educational contexts. From this perspective, educational digitalization is interpreted as a process that gradually transforms the teacher’s role, shifting from a transmitter of content to a mediator of learning in digital environments. This allows for a deeper understanding of the transformations in school educational practice, recognizing that the pedagogical appropriation of technologies is built through experience, professional reflection, and the cultural dynamics inherent to each educational context.