Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.
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