Teaching Digital Competence: Training experience for higher education

The dynamics of the network society bring to the table the urgent need to develop digital competencies, teachers find that digital technologies permeate the education nowadays. This article addresses the evolution of the notion of digital competence in higher education with emphasis on the TPACK (Technological Pedagogical Content Knowledge) model, to apply technological, pedagogical, and content knowledge in the planning of teaching practice. The objective of the study is to reduce the digital gap of the course participants "Analog and digital resources for teaching" structured for the Center for Learning, Teaching and Assessment. This research was carried out by a mixed methodology and a descriptive approach and brings together 71 teachers. Among the main results, the expression of pedagogical knowledge is evidenced from ranges of professional experience such as didactic strategies based on workshops, lectures, and case studies as the main pedagogical approach to update educational action. As a main conclusion, it shows the relevance of conceiving competence within the framework of the Tuning project which gives emphasis on know- how as the use of pedagogical and content knowledge to plan contemporary teaching practice.