<?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>S1665-61802019000100104</article-id>
<article-id pub-id-type="doi">10.32870/ap.v11n1.1440</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio comparativo entre docentes y estudiantes sobre aceptación y uso de tecnologías con fines educativos en el contexto chileno]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative study between teachers and students on acceptance and use of technologies for educational purposes in the Chilean context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arancibia Muñoz]]></surname>
<given-names><![CDATA[María Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdivia Zamorano]]></surname>
<given-names><![CDATA[Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,marancibiam@inacap.cl  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,cabero@us.es  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,ismael.valdivia@inacapmail.cl  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>104</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802019000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802019000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802019000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Hoy en día se espera que las tecnologías se integren en los procesos de enseñanza-aprendizaje y para lograrlo es necesario reconocer una serie de factores personales, institucionales y de formación que influyen en ello. Este estudio explora las percepciones de docentes y estudiantes universitarios chilenos respecto a la valoración, uso y aceptación de tecnologías para fines educativos. Entre los resultados destaca un alto acceso a la tecnología, en especial computadora y dispositivo móvil, este último valorado ampliamente para el éxito académico por los estudiantes. Los docentes tuvieron expectativas más altas para la utilización de las TIC en la enseñanza, al recurrir a una mayor diversidad de estas con múltiples finalidades, a diferencia de los estudiantes, quienes presentaron una reducción de su uso, aunque tienen una alta valoración de las tecnologías. Se destaca la valoración del teléfono móvil como medio para el aprendizaje ubicuo, móvil y contextualizado. Además, se evidencia una correlación positiva entre la percepción de facilidad y utilidad de uso de la plataforma Moodle, así como una percepción positiva acerca de los modelos b-learning. Finalmente, presentamos implicaciones del estudio para los procesos de integración de las TIC en los contextos de educación superior y enunciamos futuras líneas de investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Nowadays, it is expected that technologies be integrated in teaching and learning processes. To achieve this goal, it is also necessary to recognize a series of personal, institutional and formation factors that influences in the integration of these technologies. This study explores chilean university teachers and students perceptions about technology valuation, uses and acceptation for educational matters. Main results shows a high level of access to technology, especially the computer and smartphones, this last one highly valuated for academic achievement. Teachers had higher expectations for the use of ICT in teaching, using more diversity of them with multiple purposes, unlike students that presented a reduction of use, although with a high valuation of technologies. It is highlighted the smartphone valuation as a means of ubiquitous, mobile and contextualized learning. Also, a positive correlation is showed between perception of facility and utility of use of the Moodle platform, and a positive perception about b-learning models. Finally, the implications of the study for the processes of integration of ICTs in higher education contexts are presented and future lines of research are enunciated.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Moodle]]></kwd>
<kwd lng="es"><![CDATA[smartphone]]></kwd>
<kwd lng="es"><![CDATA[uso de tecnologías]]></kwd>
<kwd lng="es"><![CDATA[formación digital]]></kwd>
<kwd lng="en"><![CDATA[Moodle]]></kwd>
<kwd lng="en"><![CDATA[smartphone]]></kwd>
<kwd lng="en"><![CDATA[use of technologies]]></kwd>
<kwd lng="en"><![CDATA[digital training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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