<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000100129</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362018002701720</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Models for the pedagogical integration of information and communication technologies: a literature review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelos para a integração pedagógica de tecnologias de informação e comunicação: uma revisão da literatura.]]></article-title>
<article-title xml:lang="es"><![CDATA[Modelos para la integración pedagógica de las tecnologías de la información y la comunicación: una revisión de la literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[Olga González]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manzuoli]]></surname>
<given-names><![CDATA[Cristina Hennig]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Cundinamarca ]]></addr-line>
<country>Colômbia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Cundinamarca ]]></addr-line>
<country>Colômbia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>102</numero>
<fpage>129</fpage>
<lpage>156</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educa&#231;&#227;o foi, &#233; e continuar&#225; a ser um campo cheio de quest&#245;es: por que ensinar? O que ensinar? Como ensinar? O que, como e quando avaliar? Al&#233;m disso, enquanto as mesmas quest&#245;es persistem, as respostas a elas n&#227;o. S&#227;o din&#226;micas e se transformam de acordo com as demandas da fam&#237;lia, da empresa e das pol&#237;ticas governamentais. Para abordar estas considera&#231;&#245;es, este artigo tem como objetivo apresentar os resultados da pesquisa na literatura das &#250;ltimas duas d&#233;cadas sobre os elementos que caracterizam um modelo pedag&#243;gico e que foram levados em conta nas explora&#231;&#245;es sobre a integra&#231;&#227;o educacional das tecnologias de informa&#231;&#227;o e comunica&#231;&#227;o e identificar lacunas para pesquisas futuras. Os resultados mostram que apenas 11% da literatura consultada aborda as quatro quest&#245;es listadas acima e conclui sobre a necessidade de aprofundar os fatores que afetam o sucesso das mudan&#231;as que s&#227;o introduzidas na escola, que buscam gerar processos de transforma&#231;&#227;o educacional, desde uma perspectiva hol&#237;stica]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educaci&#243;n era, es y seguir&#225; siendo un campo lleno de preguntas: &#191;por qu&#233; ense&#241;ar? &#191;Qu&#233; ense&#241;ar? &#191;C&#243;mo ense&#241;ar? &#191;Qu&#233;, c&#243;mo y cu&#225;ndo evaluar? Adem&#225;s, si bien las mismas preguntas persisten, las respuestas a ellas no. Son din&#225;micos y se transforman de acuerdo con las demandas de la familia, la empresa y las pol&#237;ticas del gobierno. Para abordar estas consideraciones, este art&#237;culo tiene como objetivo presentar los resultados de la investigaci&#243;n en la literatura de las &#250;ltimas dos d&#233;cadas sobre los elementos que caracterizan un modelo pedag&#243;gico y que se han tenido en cuenta en las exploraciones con respecto a la integraci&#243;n educativa de las tecnolog&#237;as de informaci&#243;n y comunicaci&#243;n e identificar las lagunas para futuras investigaciones. Los resultados muestran que solo el 11% de la literatura consultada aborda las cuatro preguntas enumeradas anteriormente. y se concluye sobre la necesidad de profundizar en los factores que inciden en el &#233;xito de los cambios que se introducen en la escuela, que buscan generar procesos de transformaci&#243;n educativa, desde una perspectiva hol&#237;stica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational models]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical trends]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Modelos educativos]]></kwd>
<kwd lng="pt"><![CDATA[Tendências pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Modelos educativos]]></kwd>
<kwd lng="es"><![CDATA[Tendencias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
</kwd-group>
</article-meta>
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