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RESUM EN : La implementacion de las TIC en los centros educativos es una realidad que afecta a muchos docentes que – desafortunadamente – presentan una competencia escasa en su manejo y su conocimiento. Es por ello que diferentes proyectos estatales y autonomicos se han centrado en desarrollar una formacion en competencia digital hacia estos docentes con la finalidad de cambiar este panorama. El presente trabajo tiene como objeto conocer la incidencia del proyecto INNOVACOOP en el cuerpo docente de una cooperativa de ensenanza de la Ciudad Autonoma de Ceuta (Espana). El metodo del trabajo es experimental de tipo pretest y postest, en la que se ha aplicado entre ambos, un plan de formacion blended learning sobre competencia digital. La medicion de respuestas se llevo a cabo a traves de la creacion de un cuestionario ad hoc que trato las diferentes dimensiones que conforman la competencia digital, asi como factores personales y motivacionales. Con las respuestas recabadas se realizo un analisis descriptivo-correlativo, en la que se pretendio con la utilizacion de la prueba t-student conocer diferencias significativas entre las medias de ambos test, asi como diferencias significativas entre los tamanos de efecto a traves de la d de Cohen y la correlacion biserial. Los resultados reflejaron una mejora considerable en las diferentes dimensiones de la competencia digital, asi como en la receptividad y motivacion de los docentes hacia las TIC y su utilizacion en el aula, quedando patente la importancia de seguir trabajando en la formacion permanente sobre tecnologia en profesores en ejercicio . PALA B RAS C L AVE : competencia digital; profesorado; blended learning . ABSTRACT : The implementation of ICT in schools is a reality that affects many teachers, who – unfortunately – have little competence in their management and knowledge. That is why different state and autonomous projects have focused on developing a digital competence training for these teachers in order to change this landscape. The purpose of this paper is to know the impact of the INNOVACOOP project on the teaching staff of a teaching cooperative in Ciudad Autonoma de Ceuta (Spain). The work method is experimental pretest and posttest, in which a blended learning plan on digital competence has been applied between both. The measurement of responses was carried out through the creation of an ad hoc questionnaire that dealt with the different dimensions that make up the digital competence, as well as personal and motivational factors. With the collected answers, a descriptive-correlative analysis was carried out, in which it was intended with the use of the t-student test to know significant differences between the means of both tests, as well as significant differences between the effect sizes through the d of Cohen and the biserial correlation. The results reflected a considerable improvement in the different dimensions of digital competence, as well as in the receptivity and motivation of teachers towards ICT and its use in the classroom, being clear the importance of continuing working in permanent training on technology in teachers in exercise . KEYWORDS : digital competence; teachers; blended learning.

Análisis del efecto de la formación b-learning en el profesorado. Estudio de caso de una cooperativa de enseñanza