Objective. This article presents a comparative study on the use and appropriation of digital technologies (ICT) by the faculty in initial teacher training, in Uruguayan and Chilean centers. Methodology. This research carried out a mixed, sequential exploratory, quantitative-qualitative approach and data analysis in this regard, including two stages: (I) application of an online questionnaire to directors of centers in Uruguay and Chile; (II) interviews and discussion groups with members of selected centers of each country. Results. Results show that for Chilean teachers, the most frequently used devices are laptops, followed by cell phones. In Uruguay, the order is reversed. Concerning the use of ICT for pedagogical or professional development purposes, regarding the use of videoconferencing, the creation of professional learning communities, and content creation, Chile is better positioned. Nonetheless, because of the pandemic and together with the use of other techniques, Uruguay starts to increase its use of ICT for pedagogical purposes. Likewise, teachers are identified as a facilitator of digital inclusion due to their motivation, but also as an obstacle, referring to fears, advanced age, and training. Conclusions. These findings show the relevance to keep intervening at the level of teacher education as a key focus to improve digital inclusion for pedagogical and professional development purposes.