Technology has become a key resource in education worldwide, underscoring the importance of rethinking the role of teachers and integrating collaborative digital tools into teaching processes. This study aims to analyze how teachers in Spain utilize these tools in their educational practice. A quantitative method and a non-experimental ex post facto design were employed. A total of 850 teachers from various levels of the Spanish education system participated, completing a validated questionnaire with a Cronbach’s alpha reliability index of 0.873. The digitalized questionnaire, distributed among the participating educational centers, revealed that for synchronous classes, the most widely used platforms are Microsoft Teams, Google Meet, Google Classroom, and Zoom. For presentations and resource creation, preferred tools include Canva, Genially, PowerPoint, and Prezi. Regarding interactive activities and gamification, the most commonly used tools are Kahoot, Microsoft Forms, Wordwall, and Plickers. The results also show statistically significant differences in the use of collaborative applications between male and female teachers, with the latter showing more intensive use. Statistically significant differences were also found based on the educational level in which the teachers work, with lower usage by higher education faculty, but no significant differences were observed based on the area of knowledge. The findings highlight the growing integration of collaborative digital tools in the educational practice of Spanish teachers, showing their prevalence in various teaching contexts and differences in their use based on gender and educational level, suggesting the need for more personalized and contextualized training to optimize the use of these technologies in the classroom. Palabras clave: Digital technologies, Educational innovation, Collaborative learning, Distance learning, ICT.