Digital Competencies of Teachers in the Covid-19 Pandemic Lockdown in Spain

It is clear that digital technologies are part of our daily lives. However, the situation of strict lockdown due to COVID 19 in Spain (March-June 2020) meant that technologies were the backbone of social, professional and educational relations. In the latter case, the pandemic forced the turn from face-to-face teaching to emergency remote teaching. In this context, the digital knowledge of the teaching staff was key to respond to this supervening situation. The literature prior to this juncture highlighted the existence of differences in digital competence among education professionals. In this regard, it is necessary to address the impact that this change has had on the educational environment and, therefore, the aim of this study is to explore the level of application of digital competence during this period at all educational levels (Early Childhood and Primary Education, Secondary and Baccalaureate, Vocational Training and Higher Education). An ad hoc questionnaire was used to measure the level of digital competence of teachers at all educational levels in Spain (n=1350) acquired during the COVID -19 confinement period according to gender, teaching experience and school ownership (private, public or subsidized). A descriptive and relational analysis between variables was performed. The results show that teachers have a medium level of digital competence. It is also shown that female teachers have a higher level of digital competence compared to their male counterparts, that teachers with less professional experience have higher levels of digital competence and that teachers in private schools are more skilled in this area.Despite the efforts made to improve this area, it is still necessary to continue offering training adapted to the teaching profile, since educational models that are not linked to digital technologies continue to be perpetuated.