Until now, information available for and actions addressed to teachers and educational institutions are focussed on the development of technological skills of teachers and not on the development of their teaching digital competences. Moreover, these actions and information are not derived from  any research process involving a systematic and big collection of evidence making possible to apply big data techniques such as Learning + Teaching Analytics.

ObservaCOMDID will have a repository of reference practices. Based on the the Activity Theory paradigm (Karasavvidis, 2009), and by using Learning Analytics techniques from different data existing in LMS (Learning Manage Systems), as well as video-analysis and interviews methods, the existing relationships between the profile of development of TDC of teachers and the types of pedagogical applications of digital technologies in their teaching practices will be analyzed.