<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662018000200483</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de estrategias tecnológicas en educación: una comparación entre biología y educación física]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of Technological Strategies in Education: A Comparison of Biology and Physical Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escobar]]></surname>
<given-names><![CDATA[Máximo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanhueza]]></surname>
<given-names><![CDATA[Susan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Friz]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Salud Departamento de Kinesiología]]></institution>
<addr-line><![CDATA[ Talca]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Educación Departamento de Fundamentos de la Educación]]></institution>
<addr-line><![CDATA[ Talca]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Bío-Bío Facultad de Educación y Humanidades Departamento de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[ Concepción]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>483</fpage>
<lpage>504</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662018000200483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662018000200483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662018000200483&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como propósito observar la evolución de las tecnologías de la información y la comunicación (TIC) en el campo de la educación, explorando una disciplina básica como la biología, respecto de una aplicada y preferentemente social como la educación física. Para ello, se revisaron 120 resúmenes de tres revistas especializadas. Se empleó un enfoque mixto con análisis de contenido a través de la construcción de una agenda de investigación que incorporó: análisis de documentos, contenidos de los discursos, tabulación de la frecuencia de las temáticas y síntesis de los hallazgos obtenidos desde la matriz analizada. Se partió del supuesto de que las nuevas generaciones de estudiantes tienen experiencias contingentes de aprendizaje que condicionarán progresivamente a los docentes, estimulándolos a modificar sus estrategias para enseñar y actualizar los conocimientos a través de las TIC, reflejando un uso progresivo. Los resultados indican una baja tendencia en el uso de estas tecnologías. Al confrontar dos áreas de especialización disciplinar de la educación, se muestra que su empleo podría estar siendo subestimado dado que se mantienen dependencias de marcos paradigmáticos más fuertes que la sola actualización metodológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to observe the evolution of information and communication technology (ICT) in the field of education, while exploring a basic discipline such as biology with respect to an applied and preferably social discipline such as physical education. To attain this objective, 120 abstracts from three specialized journals were reviewed. Use was made of a mixed focus with content analysis, through the construction of a research agenda that incorporated the analysis of documents, content of discourse, tabulation of topic frequency, and the synthesis of the findings obtained from the analyzed matrix. The starting assumption was that recent generations of students have contingent learning experiences that will progressively condition teachers and stimulate them to modify their teaching strategies and update their knowledge through ICT, to reflect progressive use. The results indicate a low tendency to use these technologies. By comparing two areas of disciplinary specialization in education, we concluded that the use of ICT may be underestimated since dependencies on paradigmatic frameworks are stronger than methodological updates.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[biología]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[análisis de contenido]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[biology]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[information and communication technology]]></kwd>
<kwd lng="en"><![CDATA[analysis of content]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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