Today's society has experimented major changes due to the incorporation of digital technology into everyday life, especially in recent times, and schools have not remained oblivious to these changes (Barberá-Gregori and Suárez-Guerrero, 2021; Zhao et al., 2021). The inclusion of technological media does not replace non-digital media, but they can be a great complement to teaching strategies. In this framework, the inclusion of digital technology in initial teacher education is necessary (Delgado-García and Toscano, 2021). In addition, senior teachers need to renew their teaching practices to incorporate digital media, in an integral way, in the teaching/learning processes (Barberá-Gregori and Suárez-Guerrero, 2021; Cabero-Almenara and Palacios, 2020; Gudmundsdottir and Hatlevik, 2018). The DigCompEdu Report (Redecker, 2017) is the scientific reference framework guiding education and training policies in European Union countries.

In this context, the use of digital media is considered from a didactic-pedagogical perspective and in a professional educational context (Cabero-Almenara and Palacios, 2020) rather than from a technological point of view. So, teachers who are not proficient in ICT are at a disadvantage in many learning situations and areas compared to those who are, and there is a mismatch between teacher and student (Arenas, 2016). Being competent in the use of technology as a medium for the teaching/learning process entails a critical attitude in didactic planning and in the selection of digital resources in accordance with the context and the characteristics and needs of the students. It is necessary to focus on how the cultural, affective and spiritual aspects of individuals and groups interact with digital technology (Castañeda and Selwyn, 2018). Schools have to face the challenge of teaching in a society that is changing at dizzying speeds and, therefore, can no longer or should no longer reproduce the teaching practices of previous years and decades (Cabero-Almenara and Valencia-Ortiz, 2019; Engen, 2019). In this sense, digital technology makes it possible to address classroom diversity from an inclusive perspective, considering the different paces and levels of curricular competence of all students, enabling new learning scenarios and different opportunities for interaction (Cámara et al., 2017).

The inclusion of ICT in classrooms and educational centres implies that students are the protagonists of their development and learning process, which may sometimes require changes in attitudes and roles between teachers and students (Méndez and Delgado, 2016). Along the same lines, changes are necessary in relation to the didactic planning of the classroom and the organisation of the centre (Méndez and Delgado, 2016) from a critical perspective, reflecting on the why of the changes, why, how, how, who, where and when. In other words, the use of digital technology in the teaching-learning process implies a deep reflection on the teaching practice itself, as well as the context, culture and resources of the centre, promoting participation and interaction between students and teachers, without forgetting the families and the educational community (Méndez and Delgado, 2016; Vigo-Arrazola and Dieste-Gracia, 2019).

The general objective of our study is to find out about the training in the use of digital media of teachers in schools with special difficulties. 

The specific objectives are:

• To identify who organises the training received on digital media.

• To describe the main thematic cores addressed in this training.

• To find out the teachers' assessment of the training resources used to develop their educational practices with digital media.

This paper focuses on the first phase of a R+D+i research project "Challenging stigma. Creative and inclusive discourses and practices with digital media in schools of 'special complexity' (DesEi) (PID2020-112880RB-I00)", developed in Spain.This first phase is descriptive and transversal, from a quantitative methodological perspective. An ad hoc questionnaire was designed to collect information, validated by experts in creative practices and digital media. The first part of the questionnaire collects the socio-demographic data of the respondents. The data is anonymous, respecting the ethical and data protection aspects of the participants. The second part of the questionnaire sets out a series of questions concerning four basic dimensions related to digital media: 1) the school and its resources, 2) the digital competence of teachers, 3) the organisation of the school, and 4) the teaching and learning processes. The questionnaire was sent to schools considered to have special difficulties in all the Spanish regions, and we received replies from 126 of them. Thus, 212 pre-school and primary school teachers from schools categorised as particularly difficult throughout Spain took part in the study. The sampling carried out is incidental. 75.9% of the teachers were female, 21.2% were male and 2.8% preferred not to report this information. 6.6% (14) are between 20-30 years old, 26% (55) between 31-40 years old, 42% (89) between 41-50 years old, 22.6% (48) between 51-60 years old and 2.8% (6) are over 60 years old. In terms of years of teaching experience 21.7% (46) had between 1-9 years, 37.3% (79) between 10-19 years, 28.7% (61) between 20-29 years and 12.3% (26) more than 30 years. The participating teachers belong to cities with more than 10,000 inhabitants (40.6%), municipalities between 2000 and 10,000 (16.5%) and localities with less than 2000 inhabitants (42.9%). Finally, for the statistical analysis, frequencies have been used to describe the qualitative variables of the study. The chi-square test and Spearman's correlation test were used to test the statistical significance of the relationship between variables. Statistical analyses were conducted using SPSS 26.0.

Findings inform 96.3% of teachers have participated in training activities in relation to digital competence: 81.5% have received it at Teacher Training Centres and 56.9% at their own school. University is little considered as a training center (6%). This reinforces the importance of both initial and lifelong learning (Gudmundsdottir and Hatlevik, 2018). Respecting the core themes of the training, the most common are the use of digital media as a communication tool (68.8%), for the creation, search and modification of curricular content (56%) and as a tool for management and organization (57.8%). Only 39% of teachers have received training to improve inclusion, and 31.2% to encourage students to make creative use of digital media. Just 36.2% of teachers have received training in use of digital technologies to improve assessment throughout the teaching-learning process. Thus, the importance of reflecting on one's own educational practice for inclusion and participation highlight (Méndez and Delgado, 2016). There is a significant relationship between gender and some thematic cores. Women have received more training in communication (ꭓ2=9.513; p<0.01), however, men receive more training about curriculum content creation (ꭓ2=9.362; p<0.01) and evaluation (ꭓ2=7.611; p<0.05). Years of teaching experience show a negative correlation with some place of training, with school itself (-0.195; p=0.01) and at teacher training center (-0.186; p=0.01). We could conclude that teachers with more professional experience have had little training after university related to digital media. On the contrary, teachers with less teaching experience have been trained after initial training. This reinforces the need of inclusion of digital technology in initial teacher education (Delgado-García and Toscano, 2021) and the need of renewal of teaching practices to incorporate digital media (Barberá-Gregori and Suárez-Guerrero, 2021).

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