IDENTIFICATION OF THE DOMAIN OF THE DIGITAL COMPETENCE IN THE STUDENTS OF THE TEACHER TRAINNING DEGREE

Since the formation of the new educational system, from the emergence of new technologies, it is clear that the technological advances that we face today are conditioning the model of society that we know (Aretio Garcia, 2007).
From these arguments it is pertinent to ask which are the pedagogical models and the skills demanded by the informational and communicated society, seen as a new approach in studying the Pedagogy of teaching and learning processes and which has the information and communication as axis and centre of vital interest.
We are talking about identifying new basic training needs, both general and specific that furnish the individual with competential skills, defining competency as "the body of knowledge, skills and attitudes which a person has to use, in an integrated way, to act effectively to the demands of a given context "(Mérida, 2006:676).
The present study aims to analyze what digital skills have been acquired by students of the teacher training course during the first year of their degree. To do this, we have identified as basic competencies the ones described in the various institutional documents.
The acquisition of these competencies, in our case digital competency, is necessary because as indicated by Adell (1998) the new information and communication technologies are transforming the way we work, spend our free time and have fun, relate to other people, and in general, the way we are changing ourselves and our society.
Hence future teachers not only use ICTs as a resource but also:
1. To determine prior knowledge of students and take corrective actions if necessary (diagnostic evaluation).
2. To organize activities for reinforcement and extension, especially to create customized itineraries for students with different levels, styles and learning outcomes.
3. To keep track of student performance in order to verify and promote the acquisition of learning objectives (formative assessment).
4. To improve administrative management (Newman, 1992).
5. To help students find relevant information
6. To promote the critical use of new technologies
7. To encourage motivation in the user
8. To depend on the learning in real situations
9. To create models of experimental designs
10. To expand multidisciplinary treatments
On the other hand, Medina (1989) focuses on three aspects that justify the training of teachers in new technologies:
• To improve the interpretation and conception of education technology from the teacher's role as a generator of reflexive curriculum and teaching styles
• To arrive at a technological conception based on a scientific stand of the teaching-learning process and on an updated artistic reflection in the classroom
• To manage and organize the media in the classroom and in the learning institution. Here we will have to consider cooperation dynamics and shared responsibility in teams of teachers