ABSTRACT
This study analyzed the use of fifteen groups of digital tools that 197 active teachers made during the sudden shift to remote instruction due to the COVID-19 quarantine orders placed by various health departments in Spain and the United States. The study also examined the impact that the use of digital tools had on teachers' perceived self-efficacy. A quantitative research design was used, supported by an exploratory descriptive approach that materializes in the application of an online questionnaire during the spring of 2020. The results indicate that perceived self-efficacy differs from country of origin and is conditioned by sociodemographic variables such as the training received and type of center. It is noted that teachers in Spain prefer the use of Moodle or Escholarium over that of teachers in the United States that opted for Google Classroom as a primary platform for teaching online, and the frequency of use of digital tools analyzed does not guarantee that their implementation is effective.