In the current context of the "information society" where knowledge is changing continuously, teachers and schools face difficulty in providing students with the knowledge of significant conditions that make up the scientific, technological and social milieu. Today practicing teachers require technical competence (Oduwa, 2009; UNESCO, 2008; Peralta and Albuquerque, 2007; Lavonen, Jutti, Aksela and Meisalo, 2006) in order to offer students learning opportunities supported by the educational use of Digital Communication Technologies (DCT). This paper investigated competences in the use of DCT by science and mathematics teachers from Mexican public high schools, and whether gender, education level, and seniority are factors that affect the use of DCT. The results of this study are discussed in the context of the National Development Plan (2013-2018) of the government of Mexico
