<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000100205</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n32.2022.13201</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tecnología digital en la educación musical infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital technology in music education for children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tecnologia digital na educação musical para crianças]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuervo]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonastre]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Désirée]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>32</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad, la educación experimenta cambios profundos para integrar la tecnología digital en el proceso de enseñanza-aprendizaje. La adquisición de competencias digitales afecta a los agentes y las etapas educativas, pero no con la misma intensidad. El objetivo de este trabajo es explorar la dupla tecnología y educación musical en el colectivo infantil, a través de una revisión de la literatura publicada en bases científicas relevantes en el campo de la educación -WoS, SCOPUS y ERIC- durante los últimos diez años. Las tres categorías extraídas fueron: potencial de los recursos en el aprendizaje musical, aprendizaje no musical y uso docente de las tecnologías. Los resultados muestran un bajo número de investigaciones musicales en torno a la tecnología y su efecto en la música y en el movimiento, ya que la mayoría de las investigaciones se centra en la mejora de la exploración sonora, en la creación y en la interpretación musical. Se puede afirmar que el uso de la tecnología en el aprendizaje musical parece efectivo, puesto que mejora tanto en el aprendizaje musical como en el no musical.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today, education is undergoing profound changes to integrate digital technology into the teaching-learning process. The acquisition of digital competencies affects educational agents and the stages of education, but not with the same intensity. This study aims to explore the connection between technology and music education for children, by reviewing the scientific literature published in relevant scientific databases in the field of education-WoS, SCOPUS, and ERIC-during the last ten years. The three categories identified were: potential of resources in musical learning, non-musical learning, and the use of technology in teaching. The results show a low number of musical studies on technology and its effect on music and movement, since most of the research projects are focused on the improvement of sound exploration, music creation, and musical performance. It is possible to state that the use of technology in musical learning seems to be effective, since it improves both musical and non-musical learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Hoje a educação atravessa mudanças profundas para integrar a tecnologia digital no processo de ensino-aprendizagem. A aquisição de competências digitais afeta os agentes e as etapas educacionais, mas não com a mesma intensidade. Este trabalho visa a explorar a conexão entre tecnologia e educação musical para crianças, mediante a revisão da literatura científica publicada em bancos de dados científicos relevantes no campo da educação - WoS, SCOPUS e ERIC - durante os últimos dez anos. As três categorias identificadas foram: potencial de recursos na aprendizagem musical, aprendizagem não musical e o uso da tecnologia no ensino. Os resultados mostram uma baixa quantidade de estudos musicais sobre tecnologia e seu efeito na música e no movimento, uma vez que a maioria dos projetos de pesquisa está focada na melhoria da exploração sonora, na criação musical e na interpretação musical. É possível afirmar que o uso da tecnologia no aprendizado musical parece ser eficaz, já que melhora tanto o aprendizado musical quanto o não-musical.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[digitalización]]></kwd>
<kwd lng="es"><![CDATA[educación musical]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[digitalization]]></kwd>
<kwd lng="en"><![CDATA[music education]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem eletrônica]]></kwd>
<kwd lng="pt"><![CDATA[digitalização]]></kwd>
<kwd lng="pt"><![CDATA[educação musical]]></kwd>
<kwd lng="pt"><![CDATA[educação da primeira infância]]></kwd>
<kwd lng="pt"><![CDATA[educação primária]]></kwd>
</kwd-group>
</article-meta>
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</ref>
</ref-list>
</back>
</article>
