Institutions wishing to introduce e-learning into their educational system need to consider the necessary resources and evaluate the levels of technological literacy of their teaching staff. The teachers’ preparation in the field of digital skills is essential to help students to profit their learning period. This requires previous training to allow teachers to achieve an appropriate level in terms of digital competence. This need is especially emphasized in a developing country like Kenya, where digital training for qualified teachers is still emerging. In this paper, we present the work done in a rural area of Homa Bay County (Kenya) and how that face-to-face work has needed to turn into e-learning due to the COVID-19 pandemic. Moreover, we describe the transition from temporary informal remote work to a formal approach, which will use a platform as a training, improvement, and reference plan to ensure the level of digital competence needed by the Kenyan teachers. The proposed solution is based on the Common Digital Competence Framework for Teachers, a Spanish adaptation an of the European frameworks DigComp and DigCompEdu, which allow establishing the criteria to identify digital competence needs and how to prepare digital activities for teachers.