<?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>1692-3324</journal-id>
<journal-title><![CDATA[Revista Ingenierías Universidad de Medellín]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. ing. univ. Medellín]]></abbrev-journal-title>
<issn>1692-3324</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Medellín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1692-33242021000200071</article-id>
<article-id pub-id-type="doi">10.22395/rium.v20n39a4</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[ICT AND EDUCATIONAL INNOVATION: DEMANDS AND EXPECTATIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[TICs E INNOVACIÓN EDUCATIVA: DEMANDAS Y EXPECTATIVAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrascal Reyes]]></surname>
<given-names><![CDATA[Mary Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LaraSilva]]></surname>
<given-names><![CDATA[Emigdio Andres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[Ivan Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Pino]]></surname>
<given-names><![CDATA[Ulises]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Cauca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Cauca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Cauca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del Cauca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>20</volume>
<numero>39</numero>
<fpage>71</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1692-33242021000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1692-33242021000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1692-33242021000200071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the development of the research project &#8220;Strengthening and expanding the coverage of postgraduate training in Educational Innovation with ICTs through virtual education strategies relevant to the socio-cultural context of the region&#8221;, the meaning of Educational Innovations for teachers was investigated. Through seven focus groups, with the participation of 168 teachers from urban and rural schools, public and private schools, as well as teachers in training, schoolteachers and university professors from 3 different departments in southwestern Colombia, it was identified, through the use of the grounded theory analysis method, that teachers associate educational innovations with changes in the way they teach in their classes. In this way, the incorporation of ICTs is seen as important, since it facilitates teaching processes, motivates learning and improves the quality and pertinence of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El sentido que tiene la innovación educativa a través de la incorporación de las TIC se pierde muchas veces por la falta de repensar los procesos educativos para sacar el mejor provecho de estas herramientas. Muchos de los esfuerzos se centran en proveer la tecnología, dejando de lado una capacitación en contexto, para que no se termine simplemente siguiendo las mismas prácticas, cambiando los medios. Es por esto que para cumplir con los objetivos del proyecto de investigación &#8220;Fortalecimiento y ampliación de cobertura de la formación posgradual en Innovaciones Educativas con TIC a través de estrategias de educación virtual pertinentes al contexto socio-cultural de la región&#8221; se analizó el significado que tienen las Innovaciones Educativas para los docentes. Haciendo uso del método de análisis de la Teoría Fundamentada, se analizó la información recolectada de 168 docentes, tanto de colegios urbanos como rurales, colegios públicos y privados, así como maestros en formación, docentes de colegios y profesores universitarios, de 3 departamentos diferentes en el suroccidente colombiano, deduciendo que los docentes asocian el concepto de Innovación Educativa con los cambios en la forma de dictar sus clases, en donde la incorporación de las TIC juega un papel importante.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[technology&#8217;s uses in education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[educational methods]]></kwd>
<kwd lng="en"><![CDATA[influence of technology]]></kwd>
<kwd lng="es"><![CDATA[usos de la tecnología en la educación]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[métodos educativos]]></kwd>
<kwd lng="es"><![CDATA[influencia de la tecnología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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