<?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>S1665-61802022000100096</article-id>
<article-id pub-id-type="doi">10.32870/ap.v14n1.2150</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción académica sobre las barreras en la adopción de innovaciones tecnológicas durante la pandemia por la covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic perception of barriers to the adoption of technological innovations during the covid-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Martínez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Payró]]></surname>
<given-names><![CDATA[Martha Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>96</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802022000100096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802022000100096&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802022000100096&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación tuvo por objetivo identificar las barreras en la adopción de una innovación tecnológica percibidas por los profesores de una universidad pública del sureste de México, en la que se implementó una estrategia de uso de aulas virtuales como una medida para afrontar el distanciamiento social obligado por la pandemia provocada por la covid-19. Se llevó a cabo un estudio de tipo cuantitativo descriptivo, no experimental y transversal, en el que se consideraron dos grupos de factores incidentes: intrínsecos (actitudes y creencias; conocimientos y habilidades) y extrínsecos (recursos disponibles y sistema educativo). Para esto se diseñó un cuestionario con 30 ítems que se midió con una escala tipo Likert, el cual fue aplicado a 805 docentes. Los resultados apuntaron a que los profesores perciben las barreras extrínsecas como las de mayor peso en la adopción de innovaciones tecnológicas, en especial las relacionadas con equipamiento y conectividad, mientras que las barreras intrínsecas se centran principalmente en las creencias, por lo que se distinguen los perfiles de primeros adoptantes y mayoría temprana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to identify barriers to the adoption of a technological innovation perceived by professors at a public university in southeastern Mexico, in which a strategy for the use of virtual classrooms was implemented as a measure to address the social distancing forced by the covid-19 pandemic. A descriptive, non-experimental, cross-sectional, quantitative descriptive study was carried out in which two groups of incident factors were considered: intrinsic (attitudes and beliefs; knowledge and skills) and extrinsic (available resources and educational system). A questionnaire with 30 items was designed and measured with a Likert-type scale and applied to 805 teachers. The results showed that teachers perceive extrinsic barriers as the most important in adopting technological innovations, especially those related to equipment and connectivity, while intrinsic barriers are mainly focused on the beliefs, so the early adopters and early majority profiles are distinguished.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Brecha digital]]></kwd>
<kwd lng="es"><![CDATA[profesores universitarios]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[Digital gap]]></kwd>
<kwd lng="en"><![CDATA[university professors]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
</kwd-group>
</article-meta>
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