<?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>S1409-42582023000300235</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-3.17239</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Herramientas digitales utilizadas en la educación presencial superior: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital tools used in Face-to-face higher education: A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ferramentas digitais utilizadas na educação presencial superior: Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Polonia]]></surname>
<given-names><![CDATA[Ana da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miotto]]></surname>
<given-names><![CDATA[Angélica Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suyo-Vega]]></surname>
<given-names><![CDATA[Josefina Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Euro-Americano  ]]></institution>
<addr-line><![CDATA[ Brasília, DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Euro-Americano  ]]></institution>
<addr-line><![CDATA[ Brasília, DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>235</fpage>
<lpage>253</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000300235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000300235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000300235&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La educación presencial superior puede beneficiarse de las herramientas tecnológicas para promover, mejorar e introducir nuevas metodologías de enseñanza.  Método.  El objetivo de esta investigación fue caracterizar los recursos/herramientas digitales utilizados como apoyo a la modalidad presencial, así como los retos encontrados en la introducción de estas herramientas en esta modalidad, por medio de una revisión sistemática de bibliografía. Se examinaron las bases de datos Scopus, Scielo, Proquest y Ebsco Host. Se utilizaron los operadores booleanos &#8220;AND&#8221; y &#8220;OR&#8221; para componer la ecuación de búsqueda (enseñanza en línea&#8221; OR &#8220;aprendizaje en línea&#8221; OR &#8220;educación en línea&#8221; OR &#8220;herramientas en línea&#8221; OR &#8220;herramientas digitales&#8221; AND &#8220;universitario&#8221; OR &#8220;graduado&#8221; OR &#8220;graduación&#8221;) en español, portugués e inglés, en el periodo 2015-2021, en las áreas de educación y ciencias sociales.  Resultados.  De los 14 801 280 artículos encontrados se obtuvieron 11 a través de la sistematización PRISMA. Es necesario explorar las herramientas digitales en la modalidad presencial, que se convierte en una competencia a desarrollar en la educación superior y las instituciones de ensino promueven las competencias digitales tanto en el estudiantado como en el profesorado. Entre el uso de las herramientas digitales se describe: orientadas al contenido, colaborativas y para la autorreflexión.  Conclusión.  El estudiantado y profesorado emplean los recursos tecnológicos en su vida, todavía hay poca inversión por parte del profesorado para explorarlos en las clases presenciales, registrándose problemas como la conectividad, la competencia tecnológica de las personas actoras, hasta la dificultad para introducir las herramientas digitales en las actividades curriculares y extracurriculares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The higher face-to-face education can benefit from technological tools to promote, improve, and introduce new teaching methodologies.  Method.  This research aimed to characterize the digital resources/tools used to support the face-to-face modality and the challenges encountered in the introduction of these tools to this modality. The study implemented a systematic literature review; it examined the following databases: Scopus, Scielo, Proquest and Ebsco Host. Boolean operators &#8220;AND&#8221; and &#8220;OR&#8221; were used to compose the search equation (&#8220;Online teaching&#8221; OR &#8220;Online learning&#8221; OR &#8220;online education&#8221; OR &#8220;online tools &#8220; OR &#8220;digitais tools&#8221; AND &#8220;university&#8221; OR &#8220;graduate&#8221; OR &#8220;undergraduate&#8221;) in Spanish, Portuguese, and English. The literature review was conducted between 2015 and 2021 in the areas of education and social sciences.  Results.  Out of the 14,801,280 articles found, only 11 were obtained through PRISMA systematization. It is necessary to explore the potential of digital tools in the face-to-face modality. This exploration is an essential competence to develop in higher education. Therefore, educational institutions should promote digital skills in both students and teachers. The use of digital tools can be categorized as content-oriented, collaborative, and for self-reflection.  Conclusion.  Students and teachers use technological resources in their lives, but there is still little investment on the part of teachers to integrate these resources in face-to-face classroom settings. This lack of investment has led to problems such as connectivity issues, technological incompetence of the actors, and difficulties in introducing digital tools in curricular and extracurricular activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O ensino superior na modalidade presencial pode se beneficiar do uso de ferramentas tecnológicas para promover, melhorar e introduzir novas metodologias de ensino.  Método.  O objetivo desta pesquisa foi caracterizar os recursos digitais utilizados para apoiar o ensino presencial e identificar os desafios enfrentados na introdução destas ferramentas nesta modalidade. Para isso, realizou-se uma revisão sistemática da literatura nas bases de dados Scopus, Scielo, Proquest e Ebsco Host. Os operadores booleanos &#8220;AND&#8221; e &#8220;OR&#8221; foram utilizados para compor a equação de pesquisa (&#8220;ensino on-line&#8221; OR &#8220;aprendizagem on-line&#8221; OR &#8220;educação on-line&#8221; OR &#8220;ferramentas on-line&#8221; OR &#8220;ferramentas digitais&#8221; AND universidade&#8221; OR &#8220;licenciatura&#8221; OR &#8220;graduação&#8221; OR &#8220;graduação&#8221;) em espanhol, português e inglês, no período de 2015 a 2021, nas áreas da educação e ciências sociais.  Resultados.  Dos 14.801.280 artigos encontrados, 11 atenderam os objetivos da pesquisa e que foram identificados por meio da sistematização PRISMA. Observou-se que é necessário explorar as ferramentas digitais na modalidade presencial; essa exploração é uma competência essencial a ser desenvolvida no ensino superior. Portanto, as instituições de ensino devem promover o desenvolvimento das competências digitais tanto entre os estudantes quanto entre os professores. Entre as categorias de ferramentas digitais mencionadas, estão aquelas orientadas para o conteúdo, colaborativas e para autorreflexão.  Conclusão.  Estudantes e professores utilizam recursos tecnológicos no seu cotidiano, contudo, há pouco investimento dos professores para os explorar na sala de aula presencial, registando problemas como a conectividade, a competência tecnológica dos atores, e a dificuldade de introduzir ferramentas digitais nas atividades curriculares e extracurriculares.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[educación tecnológica]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y de la comunicación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza multimedia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[technological education]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[audiovisual instruction]]></kwd>
<kwd lng="en"><![CDATA[computer assisted teaching.]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[educação tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias da informação e da comunicação]]></kwd>
<kwd lng="pt"><![CDATA[ensino por multimeios]]></kwd>
<kwd lng="pt"><![CDATA[ensino por computador]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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