Assessing an individual's digital proficiency level means measuring how competent
they are in using Digital Information and Communication Technologies (TDIC) to
benefit themselves and others. The intensity of digital skills can be measured by self assessment scales with specific criteria. The aim of this paper was to analyze the
IFTO teacher proficiency level in digital technologies, based on the DigCompEdu
“Check-In” self-assessment model developed by the EU Science Hub. Specifically,
the delimitation of the research comprises analyzing the digital competences of
teachers in the dimensions: professional, pedagogical and student. The
methodological procedure used was a quantitative approach of exploratory and
descriptive nature, using the content analysis structured by Bardin (1977) and
statistical methods associated with the Theory of Sampling defined by Gil (2008).
Participants in this research were 141 teachers from the Palmas and Porto Nacional
campus of the IFTO, from different areas of knowledge. The theoretical framework
addressed some education policies provided for in Brazilian legislation, emphasizing
the promotion of ICT in the school environment. It is clear in the legal provisions
mentioned throughout the dissertation, the attention of the Federal Government in
enabling an initial or continued training of teachers of public schools, supported by a
set of contemporary technologies. The results show that, globally, IFTO teachers
have a moderate level of digital proficiency, at level B1 - Integrators. Participating
audiences demonstrated greater weakness in the Teaching Skills of Teachers and
Student Skills dimensions, with lower overall values on the DigCompEdu Check In
scale. It was also concluded that being younger is not a condition for having a high
level of digital proficiency. therefore, statistically, there are no significant differences
when related to the variables “age” and overall average performance of teachers.
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