<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802016000300006</article-id>
<article-id pub-id-type="doi">10.32870/ap.v8n2.880</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Integración de tabletas digitales como herramienta mediadora en procesos de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Integration of digital tablets as mediating tools in learning processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sahagún Jiménez]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez García]]></surname>
<given-names><![CDATA[Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monroy Íñiguez]]></surname>
<given-names><![CDATA[Felipe Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Educativo Monarca, A.C.  ]]></institution>
<addr-line><![CDATA[Zamora Michoacán]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Virtual del Instituto de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>70</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802016000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802016000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802016000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo presenta los resultados de un estudio sobre la manera en que las tabletas digitales se implementan como herramienta mediadora en educación básica para favorecer la construcción de aprendizajes significativos y el desarrollo de habilidades de trabajo colaborativo. La investigación fue diseñada metodológicamente como un estudio intrínseco de casos centrado en el trabajo de alumnos de cuarto grado de primaria del Centro Educativo Monarca, escuela particular situada en Zamora, Michoacán. Se utilizaron como instrumentos de recolección de datos la observación directa, el análisis de documentos y de aplicaciones en tabletas digitales, lo que permitió una reflexión sobre el proceso de construcción del conocimiento y sus desafíos y la intervención del maestro como gestor del ambiente de aprendizaje. Los resultados muestran que el uso de tabletas, a través de sus aplicaciones, impulsa un acercamiento real al conocimiento y a la posibilidad de crear y compartir saberes, lo que amplía rutas de acceso a la información y permite la organización del conocimiento y la comunicación de lo que se aprende. El documento apunta a posibles líneas de acción, como explorar con mayor profundidad los contenidos digitales elaborados por los alumnos en relación con el desarrollo de habilidades de pensamiento crítico y creativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we present the results of a study on how digital tablets are implemented as mediating tools in basic education to promote the construction of meaningful learning and the development of collaborative skills. The research was methodologically designed as an intrinsic case study focused on the work of students in fourth grade in the Centro Educativo Monarca, a private school located in Zamora, Michoacán. Direct observation, document analysis and analysis of apps in digital tablets were used as instruments for data collection, allowing a reflection on the knowledge construction process and its challenges, and teacher intervention as manager of the learning environment. The results show that the use of tablets, through their applications, drives a real approach to knowledge and to the ability to create and share knowledge, expanding access routes to information and allowing the organization and communication of what is learned. The document addresses to possible courses of action to further explore digital content developed by students in relation to the development of creative and critical thinking skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje móvil.]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Mobile learning]]></kwd>
<kwd lng="en"><![CDATA[M-learning]]></kwd>
</kwd-group>
</article-meta>
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