Abstract:

This research deals with a quantitative study of evaluative type that was conducted in two stages. First, the development and validation of an instrument to measure the level of digital skills and second, the evaluation of digital skills of students who are part of the Primary Teacher Training career. The results of this second part, whose figures show that initial teacher training at Villarrica Campus UC.

Introduction:
In today's world is necessary that students acquire skills related to information management, technology, communication and the world of knowledge schools, among others. For this reason, and specifically school teachers must be prepared to address these skills in their students. This led to think that there is a need to know the domain of digital skills presented by the Chilean school system teachers and student teachers, in order to foster the development of them.

Hypothesis and objectives:
Digital skills of Primary Teacher students are higher at graduate from the career than at the beginning of it.
General objective: To identify the performance level of digital skills in students studying in Primary Teacher Training at Campus UC in Villarrica at getting into the university and in the last year before graduating.

Methodology:
The research corresponds to a quantitative study of evaluation that was conducted in two stages. First, the development and validation of an instrument, and second, the evaluation of digital skills.
The sample was composed by 27 first year students and 34 fourth year students of Teaching Training career.
The instrument, which was created and validated in the same investigation, evaluates the digital skills of the teacher training students. This is a questionnaire consisting of 52 questions divided into four sections: Computer components; Basics ICT concepts; Use of computer and operating system; General use of software and applications. It was validated with a total of 50 students from 2nd and 3rd year career of Primary Teachers Training showing an index of internal consistency Cronbach's alpha of 0.929 to 0.969 in 2nd year and 3rd year. Considering that these results exceed 90% it can be inferred that this instrument is reliable.

Results:
According to the results obtained by the application of the assessment instrument for information and communication technology in the first year students of Primary Teaching training, we may observe that their knowledge and skills to entry are very low because in almost all sections I, II and III, with the exception of Section IV, they obtained lower achievement percentages to 50%. That is, the subjects entered with a lack of knowledge and poor management about the computer components, the basic concepts of ICT and the use of computer and operating system.

Conclusions:
In this study, it was possible to meet the general objective of identifying the performance level of digital skills in students of Primary Teacher training in Villarrica Campus UC at the begging of the career and at graduation. However, although it has been found that there is an impact on the formation and progress is being made, these are not sufficient as the rates of average achievement of the first three sections of the instrument were between 50% and 60% in the final year students, which is an improvement but is not enough for the expected level of preparation for a future teacher quality.

Keywords:

Teacher training, evaluation, Educational Technology, teaching digital literacy, digital Education, Higher Education.