Competencias digitales docentes y el uso de las tecnologías en las aulas

The digital revolution has marked a before and after in the way people access knowledge and construct their learning. Currently, there is a general consensus on the essential role that digital skills play in the continuing education of teachers. These skills not only boost professional development but also open up new opportunities in the workplace, strengthen social inclusion, and foster a more participatory and engaged citizenry. In this context, this research examined the relationship between digital skills and the use of technology in the classrooms of intensive high school teachers at an educational institution in Ambato Canton. A structured instrument was used for data collection, the validity of which was ensured through rigorous analytical procedures. An internal consistency assessment was conducted using Cronbach's alpha coefficient, while the validity of the scales was verified through Bartlett's test of sphericity, the KMO index, and communality analysis. In addition, normality tests were applied to determine the suitability of the Spearman correlation coefficient (Rho) for analyzing the association between variables. The findings confirm the existence of a significant relationship between teachers' digital competencies and the use of technologies in the classroom.