<?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>S2007-78582024000200085</article-id>
<article-id pub-id-type="doi">10.29059/cienciauat.v19i1.1834</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acceso y uso de tecnologías digitales durante la pandemia de COVID-19: experiencia de estudiantes de primaria con discapacidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemus-Pool]]></surname>
<given-names><![CDATA[María Consuelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bárcenas-Curtis]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Millán-Orozco]]></surname>
<given-names><![CDATA[Arely Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas Facultad de Derecho y Ciencias Sociales Centro Universitario Sur]]></institution>
<addr-line><![CDATA[Tampico Tamaulipas]]></addr-line>
<country>Mexico</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>19</volume>
<numero>1</numero>
<fpage>85</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-78582024000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-78582024000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-78582024000200085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En México, durante la contingencia por la pandemia de COVID-19, las personas con discapacidad enfrentaron diversas dificultades en el rubro educativo. El objetivo de este trabajo fue describir las características y problemáticas en el acceso y uso de tecnologías digitales que, durante las clases en línea del ciclo escolar 20202021, refirieron familiares que acompañaron a estudiantes de nivel primaria con diversas discapacidades, inscritos en diferentes tipos y modelos de escuela, en el contexto del sur de Tamaulipas. Se aplicaron 93 cuestionarios a cuidadores de estudiantes de nivel primaria con discapacidad. Sus respuestas se analizaron desde una perspectiva cuantitativa descriptiva. Los resultados muestran que todos contaron con al menos un dispositivo tecnológico para las clases en línea, siendo el celular el recurso más frecuente (100 %) y conexión a internet en el hogar a través de datos móviles (97 %). Las principales herramientas de mediación fueron el uso de libros de texto, cuadernillos o fotocopias (72 %) y el uso de plataformas y aplicaciones (Google Classroom y/o Meet, Teams, Zoom o Whatssap) (69 %). Sin embargo, no contaron con una planeación de accesibilidad y se subutilizaron los recursos del programa gubernamental Aprende en Casa, con un uso reportado del 3 % de la página web y del 2 % de los programas de radio y televisión. Las escuelas públicas exclusivas para personas con discapacidad (Centros de Atención Múltiple, CAM) fueron las que menos mediaciones tecnológicas aplicaron, y las que impartieron clases de forma menos regular. Existió un campo de oportunidad en la capacitación para el empleo más intensivo de aplicaciones y herramientas de accesibilidad que facilitaran el proceso de apropiación tecnológica, de acuerdo con el tipo de discapacidad. Durante la pandemia, la implementación de educación a distancia presentó diferencia en su alcance y eficacia, afectando a grupos vulnerables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Mexico, during the contingency due to the COVID-19 pandemic, people with disabilities faced various difficulties in the educational field. The objective of this work was to describe the characteristics and problems in the access and use of digital technologies that, during the online classes of the 2020-2021 school year, were reported by relatives who accompanied primary-level students with various types of disabilities enrolled in schools with different learning approaches, in the context of southern Tamaulipas. 93 questionnaires were applied to caregivers of primary students with disabilities. Their responses are analyzed from a descriptive quantitative perspective. Results show that every student had at least one technological device for online classes, with the cell phone being the most frequent resource (100 %) and internet connection at home through mobile data (97 %). The main mediation tools were the use of text books, booklets, or photocopies (72 %) and the use of platforms and apps (Google Classroom or Meet, Teams, Zoom and Whastssap) (69 %). However, they did not have accessibility planning, and the resources of the Learn at Home government program were underutilized with a reported use of 3 % of the web page and 2 % of radio and television programs. Public schools exclusively for people with disabilities (Multiple Attention Centers, CAM) were the ones that applied the least technological mediation, and those that taught classes on a less regular basis. There was a field of opportunity in training for a more intensive use of accessibility applications and tools that facilitate the process of technological appropriation, according to the type of disability. During the pandemic, the implementation of distance education presented differences in its scope and effectiveness, affecting vulnerable groups.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[brecha digital]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[discapacidad]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[clases en línea]]></kwd>
<kwd lng="en"><![CDATA[digital divide]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[disability]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[online classes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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