In recent years, the rapid development of digital technology has led to profound changes in the design and materialization of the educational process. The integration of digital technology into teaching and learning activities is no longer just a methodological option, but an essential skill for today's teachers. However, the level of teacher training varies considerably, influenced by several factors, including basic technical skills, attitudes toward technology, and experience with digital applications and platforms. In this context, a systematic analysis is needed of how teachers perceive and express their digital competences, as well as how those are reflected in their teaching practice. The purpose of the research was to assess the teachers’ readiness to introduce and integrate digital technology into the teaching process. To do this, a bidimensional model has been developed that features two dimensions: digital literacy and experience in using digital technology. The model has been tested on a sample of 579 Romanian teachers, and the results show a relatively low level of digital literacy and experience with digital technology. The group analysis revealed significant differences between teachers from urban and rural areas.