Functional Resignification and Technological Innovation as a Digital Teaching Competence

The documentary screening carried out in this study supports arguments about the relationship between institutional conditioning in the implementation of digital media in educational practice and the digital competence required by teachers to undertake it. Also, this review justifies the innovative double response of teachers aimed at avoiding determinism in two educational settings differentiated by the presence or lack of digital hybrids. One of them is based on reassigning the secondary functions, and incorporating them into the primary, or essential, functions that have used the tools of a technological family since their origin. The second one entails the resignificance, or change of primary function between the two that support digital hybrids, as applied to production or reproduction of discourses.