<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000200162</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i23.1108</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Herramientas digitales en tiempos de covid-19: percepción de docentes de educación superior en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Tools in COVID-19 Times: Perception of Higher Education Teachers in Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ferramentas digitais em tempos de covid-19: percepção de professores do ensino superior no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Maldonado]]></surname>
<given-names><![CDATA[Norma Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossetti López]]></surname>
<given-names><![CDATA[Sergio Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Rodríguez]]></surname>
<given-names><![CDATA[Isaac Shamir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coronado García]]></surname>
<given-names><![CDATA[Manuel Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chiapas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Baja California Sur  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000200162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000200162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000200162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo medir la percepción del uso de herramientas digitales para gestionar cursos y videoconferencias utilizadas por docentes de tres instituciones de educación superior en México a raíz de la pandemia de la enfermedad por coronavirus de 2019 (covid-19). Mediante un estudio de corte cuantitativo, descriptivo y transversal, se determinó la utilidad y facilidad de uso percibida de las tecnologías de la información y la comunicación (TIC) utilizadas por las universidades mexicanas para transitar de la modalidad presencial a la modalidad online. Para ello, se aplicó un instrumento basado en el modelo de aceptación tecnológica a una muestra total de 192 docentes de tres universidades: Universidad Autónoma de Chiapas, Universidad Autónoma de Baja California Sur y Universidad de Sonora. Como resultados principales, se observó que el sistema de gestión de aprendizaje con valoración de aceptación alta en las tres instituciones analizadas fue Moodle; mientras que la herramienta para videoconferencias Zoom fue la que obtuvo mayor frecuencia con valoración alta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to measure the perception of the use of digital tools to manage courses and videoconferences used by teachers from three higher education institutions in Mexico due to the 2019 coronavirus disease pandemic (COVID-19). Through a quantitative, descriptive and cross-sectional study, the utility and perceived ease of use of the information and communication technologies (ICT) used by Mexican universities to transition from the face-to-face mode to the online mode was determined. For this, an instrument based on the technological acceptance model was applied to a total sample of 192 teachers from three universities: Universidad Autónoma de Chiapas, Universidad Autónoma de Baja California Sur and Universidad de Sonora. As main results, it was observed that the learning management system with a high acceptance evaluation in the three institutions analyzed was Moodle; while Zoom was the one that obtained the highest frequency with high valuation among the tools for videoconferencing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve como objetivo medir a percepção do uso de ferramentas digitais para gerenciar cursos e videoconferências usadas por professores de três instituições de ensino superior no México como resultado da pandemia de coronavírus 2019 (covid-19). Por meio de um estudo quantitativo, descritivo e transversal, foi determinada a utilidade e a percepção da facilidade de uso das tecnologias de informação e comunicação (TIC) utilizadas pelas universidades mexicanas para a transição do modo presencial para o online. Para isso, um instrumento baseado no modelo de aceitação tecnológica foi aplicado a uma amostra total de 192 professores de três universidades: a Universidade Autônoma de Chiapas, a Universidade Autônoma da Baja California Sur e a Universidade de Sonora. Como principais resultados, observou-se que o sistema de gestão da aprendizagem com avaliação de alta aceitação nas três instituições analisadas foi o Moodle; enquanto a ferramenta de videoconferência Zoom foi a que obteve maior frequência com classificação elevada.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[herramientas digitales]]></kwd>
<kwd lng="es"><![CDATA[covid-19]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[sistemas de gestión del aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[digital tools]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[learning management systems]]></kwd>
<kwd lng="pt"><![CDATA[ferramentas digitais]]></kwd>
<kwd lng="pt"><![CDATA[covid-19]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[sistemas de gestão de aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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