<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032018000300702</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i3.34437</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitud hacia las TIC y hacia su integración didáctica en la formación inicial docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitude towards ICT and toward its didactic integration in the initial teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tapia Silva]]></surname>
<given-names><![CDATA[Hugo Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Serena Instituto de Investigación Mutidisciplinar en Ciencia y Tecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>702</fpage>
<lpage>731</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000300702&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000300702&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000300702&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ensayo aborda un marco teórico para el desarrollo de los constructos actitud hacia las TIC y actitud hacia la integración didáctica de las TIC en la formación inicial docente. Para ello, se presenta la importancia de desarrollar una actitud positiva hacia las TIC - A(TIC)+ -y una actitud positiva hacia la integración didáctica de las TIC - A(IntDid)+ -. Establecidos los constructos, expresamos la necesidad de considerar en la formación docente variables y orientaciones que influyan en el logro de una actitud positiva hacia las TIC en educación, tales como conocimientos y habilidades TIC, la disciplina formativa o las creencias sobre el aprendizaje. Posteriormente, se proponen acciones para desarrollar la actitud positiva hacia las TIC durante la formación inicial docente. Se concluye la necesidad de diseñar el proceso formativo de futuros profesores, a partir del desarrollo de conocimientos y habilidades TIC, en la formación pedagógica, disciplinar y tecnológica desde una perspectiva sobre cómo aprender utilizando tecnologías.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay presents a theoretical framework to develop the constructs: attitude towards ICT and attitude towards the didactic integration of ICT in teachers&#8217; education. We discuss the development of a positive attitude towards ICT (+A(ICT)) and a positive attitude towards the didactics integration of ICT(+A(IntDid)). Further, we claim that a positive attitude towards ICT is influenced by variables and orientations such as knowledge and ICT skills, subject knowledge, or beliefs about learning. In addition, we propose some actions to develop a positive attitude towards ICT in teachers&#8217; education programs. We conclude that the design of teachers&#8217; education curriculum should include the development of ICT knowledge and skills closely connected to pedagogical knowledge, content knowledge, and technology as well as the provision of an approach regarding how to use technology to assist learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[actitud docente]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[teacher attitude]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[didactic]]></kwd>
</kwd-group>
</article-meta>
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