How do teachers develop Digital Competence in their students? Appropriations, problematics and perspectives

The presence of Information and Communication Technology (ICT) in classrooms is a well-known fact. Our knowledge society, the fast development of these technologies and, as a consequence, their diversified applications all over the daily life turn them into essential tools for education world too. In this regard, the attitudes, ideas and expectations of teachers, what they think and do about ICT, become crucial. This paper is part of a larger qualitative study related to categories and forms of ownership of ICT by teachers. The aim is to gain insight into the recent literature about "Digital Competence" as a key competence in European Commission (2006), and their further development through DIGCOMP project, in order to identify the acquisitions of knowledge and abilities for their full implementation. Secondly, after a state of the art's review, two responsibility areas for the teachers themselves will be briefly exposed. This areas stem from a qualitative research developed with compulsory secondary education teachers about "forms of ownership of ICT" (courses 2013/15). We will see how the concept of responsibility turns up as the key element to face possibilities and problems caused by the Internet and ICT along their teaching task