As we have seen throughout this research, one of the most important topics in the configuration of learning ecologies derives from the use of ICT (Sangra, Gonzalez Sanmamed, & Guitert, 2013, Gonzalez-Sanmamed, Sangra, Souto-Seijo, & Estevez, 2018). The continuous and fast succession of changes has gone beyond the traditional response of teachers' professional training based on courses with a specific beginning and end. Currently, there are multiple resources that can help teachers to develop professionally and stay updated and, therefore, it is so important to know what is the learning of ICT of teachers, what and how they use these resources, how they value them and what others resources they consider fundamental in their training. In this research, it has been observed that some of the participants learned to use technological resources in a self-taught way and others have introduced into this world with the help of their workmates. It should be noted that all of them use, to a greater or lesser extent, digital tools to facilitate the development of their classes. The difference resides in the possibilities offered by the schools in which they teach and the ability that each one has to manage with these tools with a certain skill. In addition, the five participants found positive the use of ICT, both to teach and to learn, but also reveal some negative aspects, such as the loss of personal treatment with people. Finally, in addition to technological resources, all participants highlight the importance of personal interactions in their training.
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