<?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>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412020000200207</article-id>
<article-id pub-id-type="doi">10.14483/22487085.16467</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conectividad, hipermedialidad y multimodalidad: de la cultura digital al espacio escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Connectivity, Hypermediality and Multimodality: from Digital Culture to School Environment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintana Ramírez]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>207</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412020000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412020000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412020000200207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo da cuenta de los resultados de la tesis doctoral: &#8220;Hipertextualidad y conectividad: alternativas de la cultura digital para la configuración de ambientes educativos&#8221;, que tuvo como objetivo identificar y describir los elementos que caracterizan las prácticas educativas en ambientes en los que se favorece la conectividad, la hipermedialidad y la mutimodalidad, y que, junto con la cibercultura, se erigieron como categorías teóricas. La investigación consistió en un estudio microtecnográfico desarrollado en una Institución Educativa Distrital (IED) con un grupo de 30 estudiantes de grado quinto, en aulas dotadas con tabletas y plena conectividad. Dentro de los hallazgos y conclusiones del estudio se destacan: 1) el surgimiento del espacio de interacción como un hipermedio en sí mismo; 2) una relación entre procesos de juego y aprendizaje; 3) la aparición de nuevas dinámicas de atención distribuida; 4) la diferenciación simbólica entre el laboratorio y el aula de clase; 5) el reconocimiento de que las propuestas pedagógicas no son tan nuevas como las tecnologías digitales; 6) las tabletas no favorecen la escritura hipermedial, pero sí la multimodal y la hibridación entre lo digital y lo análogo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the main results achieved in the doctoral dissertation: &#8220;Hypertextuality and connectivity: alternatives of digital culture for the configuration of educative environments&#8221;. It focused on identify and describe the elements that characterize educational practices in educational environments in which connectivity, hypermediality and multimodality, along with the context of cyberculture, are promoted as central theoretical categories. The research corresponds to a micro-technographic study developed in IED, with a group of 30 students of 5th grade, in a specialized classroom equipped with tablets and full connectivity. The most important results and insights of the study are: 1) the emergence of the space of interaction as hypermedia itself; 2) a relationship between play and learning processes; 3) new dynamics of distributed attention; 4) symbolic distinction between the laboratory and the classroom; 5) to realize that pedagogical proposals are not as new as digital technologies; 6) due to its architecture, tablets do not help hypermedial writing; but multimodal writing and hybridization between digital and analogic technologies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cibercultura]]></kwd>
<kwd lng="es"><![CDATA[conectividad]]></kwd>
<kwd lng="es"><![CDATA[hipermedia]]></kwd>
<kwd lng="es"><![CDATA[multimodalidad]]></kwd>
<kwd lng="es"><![CDATA[tabletas y educación]]></kwd>
<kwd lng="en"><![CDATA[cyberculture]]></kwd>
<kwd lng="en"><![CDATA[connectivity]]></kwd>
<kwd lng="en"><![CDATA[hypermedia]]></kwd>
<kwd lng="en"><![CDATA[multimodality]]></kwd>
<kwd lng="en"><![CDATA[tablets and education]]></kwd>
</kwd-group>
</article-meta>
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