<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000200636</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i28.541</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Mediación tecnológica como estrategia pedagógica virtual]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological mediation as a virtual pedagogical strategy]]></article-title>
<article-title xml:lang="pt"><![CDATA[A mediação tecnológica como estratégia pedagógica virtual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ticona]]></surname>
<given-names><![CDATA[María Isabel Mamani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alejos]]></surname>
<given-names><![CDATA[Miguel Angel Zubiaur]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panduro]]></surname>
<given-names><![CDATA[Jessenia Choy Sánchez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Jonathan Orihuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior Pedagógico Privado Nueva Esperanza  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional De Ingeniería  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Ucayali  ]]></institution>
<addr-line><![CDATA[Ucayali ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Lima  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>28</numero>
<fpage>636</fpage>
<lpage>643</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000200636&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000200636&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000200636&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La crisis mundial del coronavirus ha dado lugar a importantes cambios sociales, políticos y económicos, que han abierto nuevas oportunidades para el desarrollo de las tecnologías de la información y la comunicación (TIC). El objetivo fue interpretar el uso de la tecnología como estrategia pedagógica por parte de los docentes en la educación virtual. El estudio tuvo enfoque cualitativo, diseño hermenéutico a nivel interpretativo; la técnica utilizada fue una guía de entrevista semiestructurada. Los hallazgos y la discusión permitieron determinar el uso de las TIC como estrategia por parte de docentes y administradores para facilitar el trabajo en el proceso de enseñanza y aprendizaje (PEyA). Finalmente, la interpretación fue que, los procesos deben entenderse como la gestión del conocimiento tecnológico, los recursos que benefician la educación y el aprendizaje, los desafíos en innovación y creatividad, la gestión del desarrollo de herramientas tecnológicas y la construcción de resultados de aprendizaje significativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The global coronavirus crisis has led to important social, political and economic changes, which have opened new opportunities for the development of information and communication technologies (ICT). The objective was to interpret the use of technology as a pedagogical strategy by teachers in virtual education. The study had a qualitative approach, hermeneutic design at the interpretative level; the technique used was a semi-structured interview guide. The findings and discussion made it possible to determine the use of ICTs as a strategy by teachers and administrators to facilitate the work in the teaching and learning process (PEyA). Finally, the interpretation was that the processes should be understood as the management of technological knowledge, the resources that benefit education and learning, the challenges in innovation and creativity, the management of the development of technological tools and the construction of significant learning outcomes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A crise global do coronavírus levou a grandes mudanças sociais, políticas e econômicas, que abriram novas oportunidades para o desenvolvimento das tecnologias de informação e comunicação (TIC). O objetivo foi interpretar o uso da tecnologia como estratégia pedagógica pelos professores na educação virtual. O estudo teve uma abordagem qualitativa, com design hermenêutico em nível interpretativo; a técnica utilizada foi um guia de entrevista semiestruturado. Os resultados e a discussão permitiram determinar o uso das TIC como estratégia pelos professores e administradores para facilitar o trabalho no processo de ensino e aprendizagem (PEyA). Finalmente, a interpretação foi que os processos devem ser entendidos como a gestão do conhecimento tecnológico, os recursos que beneficiam o ensino e a aprendizagem, os desafios da inovação e da criatividade, a gestão do desenvolvimento de ferramentas tecnológicas e a construção de resultados de aprendizagem significativos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mediación tecnológica]]></kwd>
<kwd lng="es"><![CDATA[Herramientas tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[Estrategia Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Estrategia Virtual]]></kwd>
<kwd lng="en"><![CDATA[Technological mediation]]></kwd>
<kwd lng="en"><![CDATA[Technological tools]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical strategy]]></kwd>
<kwd lng="en"><![CDATA[Virtual strategy]]></kwd>
<kwd lng="pt"><![CDATA[Mediação tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[Ferramentas tecnológicas]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia virtual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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