This paper studies the quantitative use of technological resources by teachers. It analyzes their pedagogical functionality in education courses both in Spain and Portugal. Its methodological approach is based on case studies and an analysis of the situation of the study object in both countries. This transverse research combines extensive and intensive studies. A questionnaire was used to gather data concerning students and discussion groups among teachers were created. One of its conclusions is that, both in Spain and Portugal, teachers lecturing in education undergraduate courses still make more use of the analogical, traditional technological resources than of the new digital advances. The educational functions more commonly applied consist of exemplifying teaching and learning models, motivating, transmitting information and structuring content.
Technological resources; New technologies; Information and communication technologies; Higher education