Digital competence in the curricula of Spanish public universities

The massive incorporation of the technological resources in the classrooms of the infantile and primary centers has been a reality evident for some years, thanks to state plans like School 2.0 or autonomous ones like EducaMadrid or the Intelligent Educational Centers in the Valencian Community. And although much has been written in recent times about digital competence and the initial training of teachers in public universities, it is necessary to continue investigating and reflecting on their suitability and implementation in a society in continuous technological change. On this subject, in these lines it is tried to analyze the curriculum of the Teaching Degrees of several public universities, as much of Spain as of the Valencian Community. The final aim is to know, describe and reflect on the initial training of teachers in digital competition, as they will soon be teachers who take care of a native students in technology. The results of the study show certain limitations on the total number of specific credits on information and communication technologies (ICT) and, on the other hand, the low cross-border presence in a very small number of subjects; excepting, obviously, the students of the mention in TIC. Therefore, and by way of conclusion, the real possibilities of improving teaching and adaptation to the new social reality through ICT are largely dependent on the will of each future teacher, who should seek further training outside of the official degrees analyzed.