Search

The language study is inserted in an environment in which the printed text shares space with images, sounds, videos, and countless digital resources. This reality requires skills to deal with reading and writing, while the teacher plays the role of instructor with great responsibility. Thus, recognizing the importance of this professional in the teachinglearning process, this study aims to identify the digital competences necessary for the 21st century educator. For this purpose, in addition to the concepts of digital literacy and competence, different theoretical-methodological perspectives were approached, namely: (a) the proficiency level of teachers by the DigiCompEdu and (b) the relationship between digital technologies and pedagogical practices, with the TPACK, the SAMR method, and the digital competence model for teachers. The data analysis evidenced a series of competences that will allow teachers not only to deal with digital technologies while teaching, but also to help their students to critically and creatively use the digital information and communications technologies (DICT). [ABSTRACT FROM AUTHOR]