<?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>S2007-74672024000200782</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2193</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diagnóstico de incorporación de herramientas digitales en la Educación Arquitectónica]]></article-title>
<article-title xml:lang="en"><![CDATA[Diagnosis of incorporation of digital tools in Architectural Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diagnóstico da incorporação de ferramentas digitais na Educação em Arquitetura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mondragón del Angel]]></surname>
<given-names><![CDATA[Luz Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canchola Magdaleno]]></surname>
<given-names><![CDATA[Sandra Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200782&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200782&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200782&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Educación Superior en Arquitectura enfrenta desafíos debido a la constante evolución de las herramientas digitales en esta área. Se examinó la incorporación de herramientas digitales en la Licenciatura en Arquitectura de la Universidad Autónoma de Querétaro, México, para identificar las condiciones que permitan la construcción de un marco pedagógico para una incorporación oportuna y eficiente. Se utilizó un método mixto bajo el Diseño de Triangulación Concurrente. Los análisis fueron cuantitativo, exploratorio, descriptivo, transversal, y cualitativo, de acuerdo con la Teoría Fundamentada. Los resultados mostraron que las redes sociales son importantes medios de aprendizaje y actualización; y el aprendizaje autodidacta prevalece entre los estudiantes. La manera en que los estudiantes incorporan herramientas digitales depende del proceso de diseño. Se observó una preferencia por las herramientas digitales sobre las técnicas tradicionales, y se recomendó una integración gradual. Se requiere de la percepción del profesorado para desarrollar un modelo pedagógico contextualizado integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher Education in Architecture faces challenges due to the constant evolution of digital tools in this area. The incorporation of digital tools in the Bachelor of Architecture program at the Autonomous University of Queretaro, Mexico, was examined to identify conditions that would allow the construction of a pedagogical framework for timely and efficient incorporation. A mixed-method approach was used under the Concurrent Triangulation Design. The analyses included a quantitative exploratory descriptive cross-sectional study and a qualitative study based on Grounded Theory. The results showed that social networks are important means of learning and updating knowledge, and self-directed learning prevails among students. The way students incorporate digital tools depends on the design process. A preference for digital tools over traditional techniques was observed, and a gradual integration was recommended. A teachers' perception is required to develop a contextualized pedagogical model in a comprehensive manner.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Ensino Superior em Arquitetura enfrenta desafios devido à constante evolução das ferramentas digitais nesta área. A incorporação de ferramentas digitais no Bacharelado em Arquitetura da Universidade Autônoma de Querétaro, México, foi examinada para identificar as condições que permitem a construção de um quadro pedagógico para uma incorporação oportuna e eficiente. Um método misto foi utilizado no Projeto de Triangulação Simultânea. As análises foram quantitativas, exploratórias, descritivas, transversais e qualitativas, de acordo com a Teoria Fundamentada nos Dados. Os resultados mostraram que as redes sociais são importantes meios de aprendizagem e atualização; e a aprendizagem individualizada prevalece entre os alunos. A forma como os alunos incorporam ferramentas digitais depende do processo de design. Observou-se uma preferência por ferramentas digitais em detrimento de técnicas tradicionais e recomendou-se uma integração gradual. A percepção do corpo docente é necessária para desenvolver um modelo pedagógico abrangente e contextualizado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[arquitectura]]></kwd>
<kwd lng="es"><![CDATA[diseño]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[incorporación]]></kwd>
<kwd lng="es"><![CDATA[software]]></kwd>
<kwd lng="en"><![CDATA[architecture]]></kwd>
<kwd lng="en"><![CDATA[design]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[incorporation]]></kwd>
<kwd lng="en"><![CDATA[software]]></kwd>
<kwd lng="pt"><![CDATA[arquitetura]]></kwd>
<kwd lng="pt"><![CDATA[design]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[incorporação]]></kwd>
<kwd lng="pt"><![CDATA[software]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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