Deepening of Spanish teacher staff in flipped learning according to the level of digital competence

The progress of technology has led to changes in education in order to improve the quality and adequacy of teaching and learning processes to the current reality. In this context, the digital teaching competence assumes a fundamental role in the inclusion and effectiveness of the different resources and innovative didactic approaches, highlighting flipped learning in this study. It is a methodology in which the classic moments of learning are altered, starting with the contact of the learner with the contents outside the school environment and through audiovisual material. In this study have been formulated as objectives to know the purpose of digital resources created by teachers, specify their level of digital competence and its influence on the established purposes. In order to achieve these objectives, a quantitative research method of descriptive and correlational type has been followed. The study sample consists of 364 teachers who have been given an ad hoc questionnaire to collect the information. The results have revealed that a large part of teachers use the audiovisual resources generated as material to support face-to-face explanations and do not have an adequate level in all areas of digital competence, influencing the postulated goals. It is concluded that the projection of flipped learning is not yet decisive because the number of teachers who use these resources as an explanation in digital media is not significant.