<?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>2007-7858</journal-id>
<journal-title><![CDATA[CienciaUAT]]></journal-title>
<abbrev-journal-title><![CDATA[CienciaUAT]]></abbrev-journal-title>
<issn>2007-7858</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Tamaulipas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-78582018000200035</article-id>
<article-id pub-id-type="doi">10.29059/cienciauat.v13i1.921</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Brecha digital en alumnos del sistema de educación primaria en Tamaulipas, México: un panorama del futuro capital humano del estado]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital divide in primary education students in Tamaulipas, Mexico: an overview of the State's future human capital]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baca-Pumarejo]]></surname>
<given-names><![CDATA[José Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villanueva-Hernández]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguirre-Ramírez]]></surname>
<given-names><![CDATA[Héctor Gabino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cantú-Cervantes]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas Facultad de Comercio y Administración Victoria ]]></institution>
<addr-line><![CDATA[Cd. Victoria Tamaulipas]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas Unidad Académica Multidisciplinaria Reynosa - Rodhe ]]></institution>
<addr-line><![CDATA[Reynosa ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas Unidad Académica de Ciencias de la Educación y Humanidades Centro Universitario Victoria]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>35</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-78582018000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-78582018000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-78582018000200035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En los últimos años, la brecha digital ha recibido especial atención de investigadores y organismos internacionales, ya que genera desigualdades digitales que impactan el desarrollo social y la educación. El modelo de la accesibilidad en etapas a la tecnología (AET), propuesto por Van Dijk, ha venido consolidándose en un marco teórico evolutivo, encaminado a explicar la penetración social de las tecnologías de la información y las comunicaciones (TIC). Además, define una parte importante del segmento de la teoría de los recursos y la apropiación tecnológica (TRA). El objetivo de este trabajo fue evaluar el nivel de infraestructura digital en las primarias del estado de Tamaulipas, el grado de conocimiento y el uso que le dan a las TIC los alumnos de este sector, a través del modelo de (AET). Esta investigación fue empírica y descriptiva, con diseño no experimental. La información analizada proviene de una muestra de 213 estudiantes de 167 instituciones del estado, a quienes se les aplicó un cuestionario utilizado por la Comisión Económica para América Latina y el Caribe y la Organización de las Naciones Unidas (CEPAL-ONU). En las pruebas estadísticas de regresión, se evidenciaron enlaces causales significativos (P &lt; 0.05), entre las variables motivación, acceso, capacidades y uso de las TIC. El nivel de capacidades fue una influencia significativa en el nivel de uso de estas tecnologías; la relación causal Motivación x Acceso reveló una beta negativa, dado que la falta de acceso, por carecer de infraestructura de las TIC o por subemplearla en un proceso de capacitación discontinuo o inexistente, afecta la apropiación de estas tecnologías por los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the last years, the digital divide has received special attention of investigators and international organizations, since it generates digital inequality that impacts social development and education. The model of accessibility in stages to the Technology (AET), proposed by Van Dijk, has been consolidated as an evolutionary theoretical framework, which aims to explain the social penetration of Information and Communication Technologies (ICT). In addition, it defines an important part of the segment of the theory of resources and the appropriation of technology (ART). The objective of this work was to employ the accessibility model in stages to Technology (AET) to assess three aspects of the digital divide in primary schools of Tamaulipas: the level of digital infrastructure, the degree of knowledge, and the use given to ICT by students at this level. This research was empirical and descriptive, with a non-experimental design. The analyzed information was obtained from a sample of 213 students of 167 institutions in the State, who were administered a questionnaire used by the Economic Commission for Latin America and the Caribbean and the Organization of the United Nations (ECLAC-UN). Regression analysis tests showed significant causal links (P &lt; 0.05) between the variable motivation, access to ICT infrastructure, level of skills and level of use of ICT. The level of capacities was a significant influence on the level of use of these technologies, the causal relation Motivation x Access revealed a negative Beta that affects the appropriation of these technologies by students due to two main factors: a lack of access to ICT infrastructure, or lack of its effective use; and a discontinuous or non-existent training process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[brecha digital]]></kwd>
<kwd lng="es"><![CDATA[capital humano]]></kwd>
<kwd lng="es"><![CDATA[competencias TIC]]></kwd>
<kwd lng="en"><![CDATA[digital divide]]></kwd>
<kwd lng="en"><![CDATA[human capital]]></kwd>
<kwd lng="en"><![CDATA[ICT skills]]></kwd>
</kwd-group>
</article-meta>
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