<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000100172</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-1.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de las tecnologías de la información y la comunicación como competencia transversal en la formación inicial de docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of Information and Communication Technologies as a Transversal Competence in Teacher Training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso das tecnologias da informação e comunicação como competência transversal na formação inicial de docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Varela-Ordorica]]></surname>
<given-names><![CDATA[Sandra Araceli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela-González]]></surname>
<given-names><![CDATA[Jaime Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnologico de Monterrey  ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnologico de Monterrey  ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>172</fpage>
<lpage>191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000100172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000100172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000100172&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue explorar cómo los maestros y maestras promueven el desarrollo de la competencia transversal uso de las tecnologías de la información y la comunicación (TIC) en el futuro personal docente de educación primaria. El estudio se llevó a cabo en una escuela normal rural del Estado de México, usando el método de estudio de casos. Se realizaron entrevistas a trece docentes, así como observaciones a sus clases impartidas. El análisis de datos se realizó con el programa Atlas.ti. Entre los hallazgos destaca que el uso de las TIC, por parte del profesorado, propicia que el estudiantado normalista se motive a emplearlas, no solo como medio de entretenimiento o socialización, sino como un recurso didáctico para aprender y enseñar temas relacionados con la educación de primaria; se destaca que el uso de las TIC vuelve las clases más llamativas, dinámicas y claras; favorece la interacción social, la investigación en Internet, el aprendizaje autorregulado y el desarrollo de redes para aprender. El estudiantado participante en este estudio demostró el logro de esta competencia en la elaboración de sus trabajos académicos, búsquedas de información en internet, aplicación de software educativo para aprender matemáticas, uso de redes sociales y diseño de blogs. Asimismo, se encontró que, no obstante, las políticas educativas a nivel nacional contemplan como meta la alfabetización digital de niños, niñas y jóvenes, en realidad no siempre se cuenta en las escuelas de educación básica y normal con las condiciones y recursos tecnológicos para que tanto docentes como estudiantes adquieran, en forma óptima, las competencias digitales necesarias para desenvolverse mejor en una sociedad basada en el conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this research study was to learn how teachers promote the development of the transversal competence use of information and communication technologies (ICT) in future teachers of elementary education. The study took place in a teacher education school of the State of Mexico, using the case study method. Thirteen teachers were interviewed, as well as observations were made in their classes. Data analysis was done with the Atlas.ti program. In this study, it was found that the use of ICT by teachers encourages the students to be willing to use such technologies, not only as a mean of entertainment or socialization, but as a teaching resource to learn how to teach subjects related to the education of children in elementary school. The use of ICT makes classes more attractive, dynamic, and understandable; it promotes social interaction, the use of Internet for research purposes, self-regulated learning, and the development of learning networks. Students participating in this study demonstrated the achievement of this competence in the elaboration of their academic papers, the search for information on Internet, the use of educational software to learn math, the use of social networks, and blog design. It was found that, in spite that Mexico educational policies have, as a goal, the digital literacy of children and young people, actually, elementary and teacher education schools do not always have the conditions and technological resources to allow that both teachers and students develop the digital competences for their success in a knowledge-based society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta investigação foi explorar a forma como professoras e professores promovem o desenvolvimento da competência transversal, uso das tecnologias de informação e comunicação (TIC) no futuro pessoal docente de educação primária. A pesquisa foi realizada em uma escola normal rural do Estado do México, usando o método de estudo de casos. Foram realizadas entrevistas a treze professores, como também observações da forma como lecionam. A análise de dados é realizada com o programa Atlas.ti. Entre os resultados obtidos, se destaca que o uso das TICs por parte dos professores propicia que pessoas estudantes normalistas se sintam motivadas a utiliza-las, não somente como meio de entretenimento ou socialização, mas também como um recurso didático para aprender e compartilhar temas relacionados com o ensino fundamental; Destaca-se que uso de TIC torna as classes mais atraentes, dinâmicas e claras; favorece a interação social, a investigação na Internet, o aprendizado autorregulado e o projeto de redes para aprender. Estudantes participantes desta pesquisa demostraram o resultado desta competência na elaboração de seus trabalhos acadêmicos, buscando informações na internet, aplicação de software educacional para aprender matemática, uso de redes sociais e projetos de blogs. Também foi encontrado que, apesar das políticas educacionais a nível nacional contemplarem como meta a alfabetização digital das crianças e jovens, na realidade, nem sempre as escolas de ensino fundamental contam com as condições e recursos tecnológicos para que, tanto docentes como estudantes consigam, de forma óptima, as competências digitais necessárias para desenvolver-se melhor em uma sociedade baseada no conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Habilidades digitales]]></kwd>
<kwd lng="es"><![CDATA[competencia transversal]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de docentes]]></kwd>
<kwd lng="en"><![CDATA[Digital skills]]></kwd>
<kwd lng="en"><![CDATA[transversal competence]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="pt"><![CDATA[Habilidades digitais]]></kwd>
<kwd lng="pt"><![CDATA[competência transversal]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias de informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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