The documentary screening carried out in this
study supports arguments about the relationship between
institutional conditioning in the implementation of digital media
in educational practice and the digital competence required by
teachers to undertake it. Also, this review justifies the innovative
double response of teachers aimed at avoiding determinism in two
educational settings differentiated by the presence or lack of
digital hybrids. One of them is based on reassigning the
secondary functions, and incorporating them into the primary, or
essential, functions that have used the tools of a technological
family since their origin. The second one entails the
resignificance, or change of primary function between the two
that support digital hybrids, as applied to production or
reproduction of discourses.
