Analysis of digital teaching competencies based on the priori- tized curriculum of higher basic

Digital skills today are one of the most important skills that any citizen of the world should have. Being teachers one of those responsible for the formation of individuals fit for a society, they are called to develop and strengthen them in the performance of their teaching. The purpose of this research, developed as a case study with a qualitative approach, was oriented towards the analysis of digital teaching competencies (DTC) based on the prioritized curriculum in the context of Higher Basic Education of the educative unit in Cuenca-Ecuador. The units of analysis were 7 teachers, selected under convenience criteria. The qualitative approach allowed obtaining information through techniques such as: theoretical analysis and documentary sources, classroom observations and interviews. The data were triangulated in order to guarantee their validity, reflecting low levels of digital competencies with incidence in the capacity of teachers to use them effectively; this circumstance hinders the promotion of significant learning in students. It has been that the need to implement teacher training strategies that promote the use of digital competencies in teachers in order to ensure quality education in the digital era.