<?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>S2007-74672021000100106</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.826</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo cambió la enseñanza-aprendizaje de las asignaturas prácticas en el área de tecnologías de la información con la covid-19?]]></article-title>
<article-title xml:lang="en"><![CDATA[How Did the Teaching and Learning of Practical Courses in Information Technology Change with COVID-19?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Como o ensino-aprendizagem de disciplinas práticas da área de tecnologia da informação mudou com a covid-19?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balderas Solís]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roque Hernández]]></surname>
<given-names><![CDATA[Ramón Ventura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Mendoza]]></surname>
<given-names><![CDATA[Adán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Hernández]]></surname>
<given-names><![CDATA[Rolando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez Ibarra]]></surname>
<given-names><![CDATA[Carlos Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  During the health contingency due to COVID-19, education migrated to virtual environments that allowed the necessary social isolation to prevent the spread of the virus. There was a period of adaptation to the new modality for everyone. However, professors and students with lab courses faced an even greater challenge: that of addressing practical content from virtual scenarios, that is, without being physically present in a laboratory.  Objective This paper is developed in this context with the objective of achieving an approach to the characterization of the teaching and learning of university practical courses in technologies in the times of COVID-19.  Method A case study of a Public Mexican University (named UNX, for confidentiality purposes) and its bachelor&#8217;s degree in Information Technology, where the hardware and software laboratory work is implicit in most courses is presented. In this research, in-depth interviews were conducted with five professors, and questionnaires with open questions were applied to six university students in &#8203;&#8203;Information Technology. During Spring 2020, the five professors taught subjects whose contents involved laboratory practices. The six students studied the same courses with these professors. Neither students nor professors knew that the research would encompass both perspectives. In the interviews with the professors, the following aspects were addressed: course content, teaching work, students, class dynamics and 'online' mode. In the questionnaires with the students, only the last three aspects were addressed. For data processing, MAXQDA version 20 software was used.  Results Even though most of the content was covered successfully, there were practical topics that could be deepened further and others that were not addressed. Communication between professors and students was fluid and explicit. The professors found the online mode very convenient and agreed that they would prefer to teach their classes in this way even in future scenarios, free of pandemics. They accepted that their online teaching experience could improve, for which they should increase their planning and diversify the formats of their sessions and class materials. Students agreed that the evaluations and communication with the professors were good. However, they identified some areas of opportunity and concluded that they would not like to take their classes completely online when the COVID19 contingency ends.  Conclusions The university teaching of practical courses in technologies in the times of COVID-19 was carried out virtually in an environment of good communication between professors and students. The contents, learning materials, and the way of teaching had to be adapted. Both students and professors recognize that it was a good experience, but that it is susceptible to further improvement through the personal and collective commitment of all the actors involved.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução Durante a contingência de saúde devido ao covid-19, a educação migrou para ambientes virtuais que permitiam o isolamento social necessário para prevenir a propagação do vírus. Para todos houve um período de adaptação à nova modalidade. Porém, professores e alunos com disciplinas de laboratório enfrentaram um desafio ainda maior: o de abordar conteúdos práticos a partir da virtualidade, ou seja, sem estar fisicamente presente em um laboratório.  Objetivo Este artigo se situa neste contexto com o objetivo de abordar a caracterização do ensino e da aprendizagem de disciplinas universitárias práticas na área de tecnologias na época de covid-19.  Método O estudo de caso de uma universidade pública mexicana (que se chamará UNX devido ao sigilo) é apresentado no curso de Bacharelado em Tecnologia da Informação, onde o trabalho do laboratório de hardware e software está implícito na maioria das disciplinas . Nesta pesquisa, foram realizadas entrevistas em profundidade com cinco docentes e aplicados questionários com questões abertas a seis universitários da área de tecnologia da informação. Durante o semestre da primavera de 2020, os cinco professores ministraram disciplinas cujos conteúdos envolviam práticas laboratoriais. Os seis alunos estudaram as mesmas matérias com esses professores. Nem os alunos nem os professores sabiam que a pesquisa abarcaria ambas as perspectivas. Nas entrevistas com os professores foram abordados os seguintes aspectos: conteúdo, trabalho docente, alunos, dinâmica das aulas e modalidade online. Os questionários com os alunos abordaram apenas os três últimos aspectos. Para o processamento dos dados, foi utilizado o software MAXQDA versão 20.  Resultados Apesar de a maior parte dos conteúdos ter sido abordada com sucesso, houve tópicos práticos que puderam ser explorados mais a fundo e outros que não foram abordados. A comunicação entre professores e alunos era fluida e explícita. Os professores acharam a modalidade online muito conveniente e concordaram que prefeririam ministrar suas aulas dessa forma mesmo em cenários futuros, livres de pandemias. Nesse sentido, aceitaram que sua experiência de ensino online pudesse melhorar, para o que deveriam aumentar seu planejamento e diversificar os formatos de suas sessões e materiais didáticos. Por sua vez, os alunos concordaram que a forma de avaliação e comunicação com os professores foi boa. No entanto, eles reconheceram áreas de oportunidade e concluíram que não gostariam de ter suas aulas totalmente online quando a contingência covid-19 terminar.  Conclusões O ensino universitário de disciplinas práticas na área de tecnologias na época de covid-19 era realizado virtualmente em ambiente de boa comunicação entre professores e alunos. Os conteúdos, materiais didáticos e a forma de transmissão tiveram que ser adaptados. Alunos e professores reconhecem que foi uma boa experiência, mas que pode ser aprimorada por meio do comprometimento pessoal e coletivo de todos os atores envolvidos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[asignaturas de enseñanza profesional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[epidemia]]></kwd>
<kwd lng="en"><![CDATA[electronic learning]]></kwd>
<kwd lng="en"><![CDATA[vocational training subjects]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[epidemics]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem online]]></kwd>
<kwd lng="pt"><![CDATA[disciplinas de educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[epidemia]]></kwd>
</kwd-group>
</article-meta>
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