This paper analyzes the experiences of training in digital competencies in teachers graduated from the Specialization in Pedagogy at the Augustinian University, in order to identify, according to the competencies acquired in their training, the intervention of these competencies in their pedagogical practice; according to the results obtained, to propose recommendations to improve the teaching­learning processes involving technologies. This analysis is framed in the questioning about what are the experiences of the graduates of the Specialization in Pedagogy of the Augustinian University, in the implementation of digital competences in their pedagogical practices. To answer this question, a compilation of scientific literature that supports the theoretical framework is carried out, allowing to evidence the relationship of teacher training, digital competences and the use of technologies with the teaching­learning processes in school spaces. In addition, a process of systematization of experiences is presented based on surveys conducted with some graduate teachers and the reflection of the results of these surveys, thus, the importance given to digital competencies in current teacher training is appreciated in common. According to the findings, it is concluded that it is important for teachers to acquire greater digital skills and to have constant training, which allows them a higher quality in the teaching­learning process, which is supported by the literature, also finding that this quality in education offers more efficient and productive professionals for society.