<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Série-Estudos]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822015000200035</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2015-v.40(03)</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las tecnologías móviles en educación primaria: estudio sobre la actitud de los futuros docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Mobile technologies in primary education. An study on the attitude of future teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Peñalvo]]></surname>
<given-names><![CDATA[Francisco José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Migueláñez]]></surname>
<given-names><![CDATA[Susana Olmos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Prieto]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca Instituto Universitario de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca Instituto Universitario de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<numero>40</numero>
<fpage>35</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822015000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822015000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822015000200035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La incorporaci&#243;n de las tecnolog&#237;as m&#243;viles al &#225;mbito educativo puede aportar importantes ventajas que faciliten la flexibilidad y accesibilidad del proceso de ense&#241;anza aprendizaje. A nivel institucional y social existe un inter&#233;s en explorar las capacidades did&#225;cticas de estos dispositivos, como evidencia el creciente n&#250;mero de iniciativas gubernamentales destinadas a fomentar su integraci&#243;n en los distintos niveles del sistema educativo. Para que estas iniciativas tengan el &#233;xito esperado es necesaria la implicaci&#243;n y colaboraci&#243;n del cuerpo docente. El estudio de la actitud del profesorado resulta, por tanto, fundamental para orientar el proceso de innovaci&#243;n tecnol&#243;gica. En el presente art&#237;culo presentamos los resultados de un estudio descriptivo sobre la aceptaci&#243;n de tecnolog&#237;as m&#243;viles entre los estudiantes de 1&#186; del Grado de Maestro en Educaci&#243;n Primaria de la Universidad de Salamanca en Espa&#241;a. Para la realizaci&#243;n del estudio se ha aplicado un cuestionario basado en el modelo TAM (Technology Acceptance Model) expandido con conceptos procedentes de otras teor&#237;as. El modelo propuesto incluye los constructos: auto-eficacia, ansiedad ante los dispositivos m&#243;viles, utilidad percibida, facilidad de uso percibida e intenci&#243;n conductual de uso. Los resultados muestran una disposici&#243;n generalmente favorable de los alumnos hacia el uso de estos dispositivos en su futura pr&#225;ctica docente. El contraste de hip&#243;tesis refleja importantes diferencias en las medias en funci&#243;n del centro educativo y algunas diferencias en funci&#243;n del g&#233;nero.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The incorporation of mobile technologies to the field of education can provide relevant advantages that facilitate the flexibility and accessibility of the teaching-learning process. There is an institutional and social interest in exploring the didactic possibilities of these devices, which is evidenced by the growing number of government initiatives aimed at promoting their integration in all the stages of the education system. In order for these initiatives to be successful, the implication and cooperation of the teaching body is essential. Therefore, the study of teachers' attitudes is fundamental in order to guide the technological innovation process. This paper presents the results of a descriptive study on the acceptance on mobile technologies among 1st year students of Primary Education of the University of Salamanca in Spain. For the implementation of the study, we used a questionnaire based on the TAM (Technology Acceptance Model), which was expanded with concepts from other theories. The proposed model includes the following constructs: self-efficacy, mobile device anxiety, perceived usefulness, perceived ease of use and behavioral intention of use. The results show a generally favorable disposition on the part of the students towards the use of these devices in their future teaching practice. The hypothesis testing reveals relevant differences between means according to the faculty the students belong to, and some differences according to gender.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[TAM]]></kwd>
<kwd lng="es"><![CDATA[Aceptación Tecnológica]]></kwd>
<kwd lng="es"><![CDATA[Dispositivos Móviles]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes Universitários]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="en"><![CDATA[TAM]]></kwd>
<kwd lng="en"><![CDATA[Technology Acceptance]]></kwd>
<kwd lng="en"><![CDATA[Mobile Devices]]></kwd>
<kwd lng="en"><![CDATA[University Students]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
</kwd-group>
</article-meta>
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