<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322021000300016</article-id>
<article-id pub-id-type="doi">10.22458/ie.v23iespecial.3514</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza con aprendizaje móvil en educación secundaria. Percepción de la comunidad educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching with mobile learning in secondary education. Perception of the educational community]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensinar com aprendizagem móvel no ensino secundário. Percepção da comunidade educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Vallecillo]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara Rodríguez]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Ávila  ]]></institution>
<addr-line><![CDATA[Ávila ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Ávila  ]]></institution>
<addr-line><![CDATA[Ávila ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>spe1</numero>
<fpage>16</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322021000300016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322021000300016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322021000300016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo difunde los resultados de una investigación evaluativa de algunos aspectos del programa de integración de tabletas digitales en el aula, desde las percepciones de una comunidad educativa concreta de Educación Secundaria tras cuatro años de implantación. Primero, se analizan cuantitativamente y con un diseño de tipo descriptivo, los cuestionarios dirigidos a 48 estudiantes y 21 familias. Seguidamente, de forma cualitativa se describen las opiniones de tres profesores y un miembro del Servicio Técnico por medio de entrevistas semiestructuradas con respecto a su satisfacción y la idoneidad del uso de la tableta como herramienta educativa. Los hallazgos ponen de manifiesto la aceptación de la comunidad educativa hacia la tableta digital, a la vez que se identifican algunos de los retos a la hora de implementar el proceso de enseñanza-aprendizaje con tabletas en la educación (tecnología informática de la escuela, competencia docente relacionadas con la enseñanza y el aprendizaje digital, retirada de libro en papel). Se concluye que el programa de implantación de las tabletas ha sido percibido como positivo, si bien existe espacio para la mejora desde el punto de vista de la conectividad y la aplicación de un modelo pedagógico cognoscitivo y colaborativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary: This article disseminates the results of an evaluative investigation of some aspects of the digital tablet integration program in the classroom, based on the perceptions of a specific secondary education community after four years of implementation. First, the questionnaires addressed to 48 students and 21 families are analyzed quantitatively and with a descriptive design. Then, in a qualitative way, the opinions of three teachers and a member of the Technical Service are described through semi-structured interviews regarding their satisfaction and the suitability of using the tablet as an educational tool. The findings show the acceptance of the educational community towards the digital tablet, while identifying some of the challenges when implementing the teaching-learning process with tablets in education (school computer technology, competition teacher related to digital teaching and learning, paper book withdrawal). It is concluded that the tablet implementation program has been perceived as positive, although there is room for improvement from the point of view of connectivity and the application of a cognitive and collaborative pedagogical model.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo divulga os resultados de uma pesquisa avaliativa de alguns fatores do programa de integração de tablets digitais na sala de aula, a partir das percepções de uma comunidade educacional específica do Ensino Secundário após quatro anos de implementação. Primeiro, os questionários dirigidos a 48 estudantes e 21 famílias são analisados quantitativamente e com um desenho descritivo. Em seguida, qualitativamente, as opiniões de três professores e um membro do Serviço Técnico são descritas em entrevistas semi-estruturadas sobre sua satisfação e a adequação do uso da Tablet como ferramenta educacional. Os resultados destacam a aceitação da comunidade educacional em relação à tablet digital, enquanto identificam alguns dos desafios na implementação do processo ensino-aprendizagem com tablets na educação (informática escolar, competência de ensino relacionada ao ensino e aprendizagem digital, retirada do livro impresso) e concluem que o programa de implementação da tablet tem sido visto como positivo, embora haja espaço para melhorias do ponto de vista da conectividade e da aplicação de um modelo pedagógico cognitivo e colaborativo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje móvil]]></kwd>
<kwd lng="es"><![CDATA[tableta digital]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[tecnología de la información]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="en"><![CDATA[Mobile learning]]></kwd>
<kwd lng="en"><![CDATA[digital tablet]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[information technology]]></kwd>
<kwd lng="en"><![CDATA[secondary education.]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem móvel]]></kwd>
<kwd lng="pt"><![CDATA[tablet digital]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia da informação]]></kwd>
<kwd lng="pt"><![CDATA[educação secundária]]></kwd>
</kwd-group>
</article-meta>
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