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The transformation of our society into an information and knowledge society mediated by Information and Communication Technologies (ICT) as well as the demand for quality education and the need to make a reflexive use of ICT in favor of processes of teaching and learning, pose challenges and reflections in education due to the demands that these transformations generate in how society is organized, works, relates and learns (Valencia-Molina & Serna-Collazos, 2016). This article addresses the term digital competence, as well as the analysis of four frames of reference for the measurement of this competence that every teacher participating in the knowledge society should develop, enhance and evaluate for the improvement of their teaching practice by incorporating the Technology in their educational processes. The frameworks of UNESCO, ISTE and INTEF that propose dimensions of observation and grouping of competences associated with this competence are analyzed, to establish similarities and differences in the search for a model framework.