<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000400382</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.62799</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LAS TECNOLOGÍAS DIGITALES EN LA ESCUELA: antes y después de la pandemia de Covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kalman]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados Departamento de Investigaciones Educativas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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>22</volume>
<numero>67</numero>
<fpage>382</fpage>
<lpage>398</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000400382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000400382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000400382&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pandemia Covid-19 vino a poner en evidencia las grandes desigualdades en los sistemas educativos y las experiencias escolares. Por un lado, desnudó las diferencias materiales en equipos, condiciones de estudio, conectividad y posibilidades de participación y por otro la pobreza en el uso de las tecnologías como un recurso pedagógico y un mediador de la enseñanza. Desde hace mucho, la política educativa en México, como en muchas otras partes del mundo, exige a los maestros que usen cada vez más diversas tecnologías digitales en sus aulas. Nunca como ahora con el traslado de las clases a la casa se ha visto cómo el incorporar estas tecnologías a la enseñanza es un proceso complejo que abarca la redefinición de las relaciones en el aula, la reinterpretación del currículo y la expansión de la noción de alfabetización académica más allá de los textos escritos. Este trabajo analiza cómo los maestros usan las tecnologías para responder y las aproveche para introducir formas novedosas para enseñar y aprender. Revisa datos recopilados antes de la pandemia para examinar los procesos de apropiación de las tecnologías para la enseñanza, y cómo aprenden en la práctica. Encontramos que aprender a utilizar las tecnologías digitales en actividades educativas implica continuas aproximaciones a través de su uso para poder pensar en ellas como un entorno de aprendizaje y reformular prácticas establecidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pandemia da Covid-19 pôs em evidência as grandes desigualdades nos sistemas educativos e nas experiências escolares. De um lado, desnudou diferenças materiais de equipes, de condições de estudo, de conectividade e possibilidades de participação e, de outro, a pobreza no uso de tecnologias como recurso pedagógico e mediador de ensino. Faz muito tempo, a política educativa no México, como em muitas outras partes do mundo, exige dos professores que usem cada vez mais diversas tecnologias digitais em suas turmas. Nunca, como agora, com a mudança das salas de aula para a casa se havia pensado como a incorporação dessas tecnologias ao ensino era um processo complexo que abarca a redefinição das relações na sala de aula, a reinterpretação do currículo e a expansão da noção de alfabetização acadêmica para além dos textos escritos. O artigo analisa como professores usam as tecnologias para responder e como as aproveitam para introduzir formas inovadoras de ensinar e de aprender. Faz a revisão de dados coletados antes da pandemia para examinar processos de apropriação das tecnologias para o ensino, e como aprendem na prática. Percebe-se que aprender a utilizar tecnologias digitais em atividades educativas implica contínuas aproximações pelo uso para poder pensá-las como ambiente de aprendizagem e reformular práticas estabelecidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Covid-19 pandemic shed light on the significant inequalities in education systems and school experiences around the world. On the one hand, it exposed the material differences in equipment, study conditions, connectivity, and participation possibilities and, on the other, the limited nature of the use of technologies as a pedagogical resource. As in many other parts of the world, education policy in Mexico has long required teachers to use diverse digital technologies in their classrooms. Never like now, with the transfer of classes to home environments, has the complexities of incorporating these technologies been so evident. Doing so requires a redefinition of relationships among participants, a reinterpretation of the curriculum, and an expansion of the notion of literacy academic beyond written texts. This paper reviews data collected before the pandemic to examine the processes of appropriation of technologies for teaching and how they learn in practice. We found that learning to use digital technologies in educational activities implies continuous development of approaches to be able to conceptualize the computer and Internet as a learning environment and reformulate established practices.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[apropiación]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[aprender]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[apropriação]]></kwd>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="pt"><![CDATA[aprender]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[appropriation]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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