<?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>2448-7678</journal-id>
<journal-title><![CDATA[Investigación administrativa]]></journal-title>
<abbrev-journal-title><![CDATA[Investig. adm.]]></abbrev-journal-title>
<issn>2448-7678</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Escuela Superior de Comercio y Administración]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-76782011000200081</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias de los docentes en el uso de Tecnologías de la Información y la Comunicación (TIC)]]></article-title>
<article-title xml:lang="en"><![CDATA[Competence of teachers in the use of Information and Communication Technology (ICT)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Romero]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel Cuz]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Bolaños]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Innovación y Desarrollo Tecnológico en Cómputo ]]></institution>
<addr-line><![CDATA[México DF]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Innovación y Desarrollo Tecnológico en Cómputo ]]></institution>
<addr-line><![CDATA[México DF]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Innovación y Desarrollo Tecnológico en Cómputo ]]></institution>
<addr-line><![CDATA[México DF]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>40</volume>
<numero>108</numero>
<fpage>81</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-76782011000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-76782011000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-76782011000200081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la última década las Tecnologías de la Información y de la Comunicación (TIC) han representado una transformación de las políticas educativas de los diferentes países; no obstante, el profesorado, como elemento clave en el proceso integrador de las TIC, no se siente todavía confiado en este proceso. Una de las causas más relevantes de esta desconfianza es la falta de competencia del profesorado en las TIC. El objetivo de este artículo es establecer perfiles formativos del profesorado y relacionarlos con sus competencias en TIC y el uso de las mismas, junto con factores personales y contextuales. Este trabajo presenta los resultados de un estudio sobre las competencias que poseen los profesores de educación media superior en la ciudad de Morelia en el uso de las Tecnologías de la Información y la Comunicación (TIC). Se trabajó con una muestra aleatoria de 560 profesores. Se analizaron las competencias de los profesores en dos grandes ámbitos: uso personal-profesional y el uso que los mismos le dan en el salón de clases. El estudio se apoya en diversos análisis, incluyendo un Análisis de Componentes Principales Categórico para el análisis dimensional y la determinación de la relación de tales dimensiones con otras variables de interés. Los resultados indican que el profesorado requiere formación de mayor nivel en el plano personal-profesional, asimismo, se necesita más formación en los planos con el alumnado en el aula y la integración de estos recursos en el aula. El estudio proporciona resultados de interés para la planificación de la integración de las TIC en las escuelas, así como para la formación del profesorado para la integración pedagógica de las TIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Over the past decade the Information and Communication Technologies (ICT) have represented a transformation of education policies that have entailed important investments. However, the teacher, as a key element in the integration process of ICT, still does not feel trusted this process. One of the most outstanding causes of this deficit confidence is the lack of teaching staff competence in the ICT. The aim of this paper is to establish teacher training profiles and relate them to their competences in ICT and the use thereof, together with personal and contextual factors. This article presents the results of a study on the skills possessed by teachers of Higher Secondary Education in the City of Morelia, in the use of Information Technologies and Communication (ICT). We worked with a sample randomly from 560 teachers. We analyzed the skills of teachers in two broad areas: personal-professional use and use are given in the classroom. The study was supported in several studies, including Principal Components Analysis for Categorical and dimensional analysis to determine the relationship of these dimensions with other variables of interest. The results indicate that teachers demand higher level training in personal-professional plane, requiring more training on the planes with the students in the classroom and the integration of ICT in the classroom. The study provides interesting results for planning the integration of ICT in schools and for teacher training for the pedagogical integration of ICT.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnologías de la información y comunicación (TIC)]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[Information Technology (ICT)]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="en"><![CDATA[Educational Innovation]]></kwd>
</kwd-group>
</article-meta>
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