LUCHAS Y COMPETENCIAS DIGITALES DE LOS PROFESORES DE INGLÉS DURANTE LA PANDEMIA DE COVID-19 ENGLISH TEACHERS’ STRUGGLES AND DIGITAL COMPETENCES DURING COVID-19 PANDEMIC

1 Estudiante en formación del programa de Licenciatura en Educación Básica con Énfasis en Inglés. Estudiante Investigador, Universidad Distrital FJDC. Correo institucional: mcmoralest@correo.udistrital.edu.co ORCID: https:// orcid.org/0000-0001-9040-572X 2 Estudiante en formación del programa de Licenciatura en Educación Básica con Énfasis en Inglés. Estudiante Investigador y docente de inglés, Universidad Distrital FJDC. Correo institucional: jvvargasr@correo.udistrital.edu.co ORCID: https://orcid.org/0000-0001-7484-0385 3 Docente Universidad Distrital Francisco José de Caldas Bogotá, Colombia, Ph.D. en Lenguaje y cultura, formadora de profesores de inglés durante más de 25 años. Investigadora y maestra en la Universidad Distrital Francisco José de Caldas. correo aramirezv@udistrital.edu.co ORCID: https://orcid.org/0000-0002-3025-5982 Camila Morales Triviño Juliana Vargas Rodríguez 2 Astrid Ramírez Valencia


RESUMEN
Las competencias digitales son el conjunto de elementos centrados en la gestión y creación de entornos educativos con fines específicos de enseñanza y aprendizaje. Sin embargo, la pandemia trajo consigo un cambio repentino que no garantiza que los profesores de inglés tengan estas competencias para adaptarse plenamente 1 Estudiante en formación del programa de Licenciatura en Educación Básica con Énfasis en Inglés. Estudiante Investigador, Estudiante en formación del programa de Licenciatura en Educación Básica con Énfasis en Inglés. Estudiante Investigador y docente de inglés, Docente Universidad Distrital Francisco José de Caldas Bogotá, Colombia, Ph.D. en   The lens reflects on the limitations and aptitudes that the professors must-have in the gesture of these digital environments in the median study of the mediocre analysis of interviews, questionnaires, and observations. For this, we analyze the following aspects: a) the limitations that teachers find in the management of digital

LITERATURE REVIEW
This study was designed based on two concepts: digital competencies and ICT. In this section of the paper, we will go through a reflection in which the thoughts of digital competences and ICT are part of teachers' struggles in the adaptation process to digital educational environments, and we will examine those concepts.

DIGITAL COMPETENCIES
The digital age has brought significant changes regarding education and the market; therefore, new competencies have emerged that are necessary to face the demands of today's society.
This section shows the teaching competences in the digital age, intending to characterize the teachers training profile in the English area.
Competencies are described as "a molar construct referring to a set of knowledge and skills so that people can carry out any activity" (Prendes, Guiereez, & Martínez, 2018). This concept relates to the problem-solving ability, and the application of information depending on the context and problem linked needs.  will happen with them in education" (2016). Our education seeks to satisfy the needs and desires of today's society, the market, and the educational policies that guide teaching innovation in the classroom. However, many pre-service teachers have difficulties responding to these demands.
For this reason, these teachers must · 1 0 1 · instruction on how to integrate technology into English classes.

TECHNOLOGIES)
The term Information and communication technologies (ICT) refers to the confluence of the different technological tools that allow to produce, receive, store, share, access, and process information, which is part of different codes (images, texts, sounds, among others).
"The most representative element in recent years is the computer and, more recently,  communities. Due to the pandemic, the study moves through remote groups of English teachers whose age is between 20 and 46 years old. As well as its sample is random due to all interviewed subjects having an equal opportunity to participate in the final results of this reflective and investigative project.
As data collection instruments we employed the surveys, interviews and observations, considered as appropriate instruments to collect the expected information due to people being able to share their struggles. Also, this is for analyzing the digital competences that English teachers have in the management of ICTs for remote learning. These instruments consist of a series of questions on the following topics: • The implementation of technologies.
• ICTs in English language teaching.
• Native and digital immigrant teachers.
• Teachers' training in ICT.

As well as, it contains the competencies proposed by the Colombian National Education
Ministry.
• Useful programs to create remote learning environments.
• Virtual platforms are applied in the classroom.
• The tools that are necessary for the development of digital material.
• Teachers support in ICT training programs.
• Technological skills that English teachers may have in the XXI century

INTERVIEWS:
From the results obtained from the interviews with English teachers, it is possible to say that the participants take into account a central     Well, the management of these resources does not imply that all the rules are being met and that the teaching process is being carried out correctly.

DIGITAL COMPETENCES
There is great variability and some deficiencies with regard to the development and application of digital skills within the educational framework.  Ventajas y desventajas de las TIC en la educación "Desde la primera infancia hasta la educación superior"

Ali
[Advantages and disadvantages of ICT in the education "From early childhood