<?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>2027-8306</journal-id>
<journal-title><![CDATA[Revista de Investigación, Desarrollo e Innovación]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Investig. Desarro. Innov.]]></abbrev-journal-title>
<issn>2027-8306</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2027-83062023000200287</article-id>
<article-id pub-id-type="doi">10.19053/20278306.v13.n2.2023.16834</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Usos educativos de TIC en docentes rurales de Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational uses of ICT in rural teachers in Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uribe-Zapata]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambrano-Acosta]]></surname>
<given-names><![CDATA[Juan Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cano-Vásquez]]></surname>
<given-names><![CDATA[Lina María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>287</fpage>
<lpage>298</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2027-83062023000200287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2027-83062023000200287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2027-83062023000200287&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo analizó los usos educativos de las TIC en docentes rurales de Colombia. Se utilizó un diseño cuantitativo y un instrumento que abordó lo siguiente: caracterización, conectividad privada, uso pedagógico del móvil e internet en la práctica docente, móvil e internet en el aula y nivel de competencias en TIC. La muestra estuvo conformada por un total de 241 docentes rurales del departamento de Antioquia, Colombia. Los resultados muestran que la mayoría de docentes rurales tienen entre 31 y 45 años, que son mujeres, que el nivel en términos de formación posgraduada es bajo, que el uso de los dispositivos móviles es prácticamente universal, que hay un mayor uso educativo de las TIC para la gestión de la enseñanza durante la planeación y menos en la evaluación y que la mayoría de docentes rurales está en el nivel explorador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article discussed the educational uses of ICT in rural teachers in Colombia. A quantitative design and an instrument that addressed the following were used: characterization, private connectivity, pedagogical use of mobile phones and the internet in teaching practice, mobile phones and internet in the classroom, and level of ICT skills. The sample consisted of a total of 241 rural teachers from the department of Antioquia, Colombia. The results show that the majority of rural teachers are between 31 and 45 years old, that they are women, that the level in terms of postgraduate training is low, that the use of mobile devices is practically universal, that there is a greater educational use of ICT for the management of teaching during planning and less in the evaluation and that the majority of rural teachers are at the explorer level.]]></p></abstract>
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<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[escuela rural]]></kwd>
<kwd lng="es"><![CDATA[sistema educativo]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[rural school]]></kwd>
<kwd lng="en"><![CDATA[education system]]></kwd>
</kwd-group>
</article-meta>
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