<?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>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442024000200066</article-id>
<article-id pub-id-type="doi">10.14482/zp.41.852.963</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pedagogical Models in Teachers' Education on the Use of Technology for English Teaching: A Systematic Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Modelos pedagógicos para la formación docente en el uso de la tecnología para la enseñanza del inglés: Revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMACHO VÁSQUEZ]]></surname>
<given-names><![CDATA[GONZALO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DÍAZ PAREJA]]></surname>
<given-names><![CDATA[ELENA MARÍA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TUDELA]]></surname>
<given-names><![CDATA[JUANA MARÍA ORTEGA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Tolima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Jaén  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Jaén  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>41</numero>
<fpage>66</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442024000200066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442024000200066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442024000200066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The incorporation of Information and Communication Technologies to education is a fact in the conception of future teaching and learning methodologies. In the field of English Teaching, this integration becomes an opportunity to move students closer to the culture and authentic target language registers. Remote Learning and Teaching for Emergency during Pandemic Times has revealed the potential of students and teacher to learn and adapt to new technologies; however, it has also exposed the urgent necessity of designing training programs that prepare educators to incorporate digital tools into their didactics. This review revises studies that present pedagogical and methodological models to train educators in the use of ICT for teaching, specifically for English Language Teaching, and those models that intend to affect Teachers' Digital Competence. This qualitative synthesis, which arises from publications issued from 2016 to 2022, allows the author to describe the current state of the issue, and to provide recommendations for the creation of pedagogical or didactic designs to train teachers in the use of ICT for ELT.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La incorporación de las tecnologías de la información y la comunicación (TIC) en la educación es un hecho en la concepción de futuras metodologías de la enseñanza y el aprendizaje. En el campo de la enseñanza del inglés, esta integración se convierte en una oportunidad de aproximar, a los estudiantes, la cultura y los auténticos registros lingüísticos de la lengua objetivo. La enseñanza remota implementada por emergencia durante la pandemia ha revelado las capacidades de aprendizaje y de adaptación de estudiantes y maestros a las nuevas tecnologías; sin embargo, también ha expuesto la necesidad urgente de diseñar programas de entrenamiento que preparen a los docentes para incorporar las TIC a las didácticas específicas. Esta revisión sistemática examina estudios que presentan modelos pedagógicos y metodológicos que buscan entrenar a los educadores en el uso de la TIC para la enseñanza del inglés y modelos que persiguen afectar la competencia digital docente. El trabajo de reseña permite al autor describir el estado del conocimiento en este campo y dar recomendaciones para la creación de diseños pedagógicos o didácticos en formación docente en el uso de las TIC para la enseñanza del inglés.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Pedagogical models]]></kwd>
<kwd lng="en"><![CDATA[teachers' education]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[teacher' digital competence]]></kwd>
<kwd lng="es"><![CDATA[Modelos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[formación profesoral]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[competencia digital docente]]></kwd>
</kwd-group>
</article-meta>
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