<?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>S1665-61802023000200120</article-id>
<article-id pub-id-type="doi">10.32870/ap.v15n2.2396</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La integración de la tecnología en los docentes universitarios siguiendo el modelo TPACK]]></article-title>
<article-title xml:lang="en"><![CDATA[The integration of technology in university teachers following the TPACK Model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Romero]]></surname>
<given-names><![CDATA[Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Sánchez]]></surname>
<given-names><![CDATA[Dulce Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>120</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802023000200120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802023000200120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802023000200120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta investigación se centró en identificar el nivel de integración tecnológica que poseen los docentes universitarios de la facultad de Contaduría y Administración de la Universidad Autónoma de Sinaloa, México, a partir del modelo TPACK durante su práctica docente. Los resultados fueron determinados mediante el criterio de frecuencias medias (M), donde el nivel bajo de conocimiento conceptual corresponde a M£2.3, para un nivel intermedio M&gt;2.3 y M£3.6 y para el nivel alto M&gt;3.6. Estos hallazgos mostraron que los docentes se encuentran, de manera general, por encima de la media en las siete dimensiones del conocimiento que conforman el modelo (M=3.6). Los datos reflejaron que los profesores se encontraban en un nivel conceptual de integración tecnológica alta debido a su nivel de conocimientos. Se demostró que la hipótesis es verdadera, ya que las actividades de enseñanza promotoras del aprendizaje se relacionan con el nivel de integración tecnológica siguiendo el modelo TPACK. Las líneas de investigación a futuro pueden incluir la observación directa de las prácticas educativas en el aula, para avanzar hacia un mayor conocimiento científico respecto a la integración de las herramientas tecnológicas en el diseño y desarrollo de las actividades de enseñanza con tecnología.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research focused on identifying the level of technological integration that university professors of the Faculty of Accounting and Administration of Autonomous University of Sinaloa, México, possess, based on the TPACK model during their teaching practice. The results were determined using the criterion of mean frequencies (M), where the low level of conceptual knowledge corresponds to M£2.3, for an intermediate level M&gt;2.3 and M£3.6 and for the high-level M&gt;3.6. These findings showed that the teachers were, in general, above the mean in the seven dimensions of knowledge that make up the model (M=3.6). The data reflected that the teachers were at a high conceptual level of technological integration due to their level of knowledge. It was shown that the hypothesis is true, since the teaching activities that promote learning are related to the level of technological integration following the TPACK model. Future lines of research may include direct observation of educational practices in the classroom to advance towards greater scientific knowledge about the integration of technological tools in the design and development of teaching activities with technology.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[integración tecnológica]]></kwd>
<kwd lng="es"><![CDATA[modelo TPACK]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[technological integration]]></kwd>
<kwd lng="en"><![CDATA[TPACK model]]></kwd>
</kwd-group>
</article-meta>
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