<?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>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872024000400343</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2024.9.34.16.343-364</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores Tecnológicos que Afectan el Rendimiento Académico de los Estudiantes de Secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological Factors Affecting Academic Performance of Secondary School Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Espinosa]]></surname>
<given-names><![CDATA[Janina Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nuñez Solano]]></surname>
<given-names><![CDATA[Jenny Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega Jiménez]]></surname>
<given-names><![CDATA[Alison Dayana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saldaña Hurtado]]></surname>
<given-names><![CDATA[Alisson Nicole]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lema Vivanco]]></surname>
<given-names><![CDATA[Nelson Wellington]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo, UCV  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador, PUCE  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Técnica de Machala, UTMACH  ]]></institution>
<addr-line><![CDATA[Machala ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Estatal de Milagro, UNEMI  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Estatal de Milagro, UNEMI  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</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>
<volume>9</volume>
<numero>34</numero>
<fpage>343</fpage>
<lpage>364</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872024000400343&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872024000400343&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872024000400343&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La integración de las Tecnologías de la Información y Comunicación (TIC) en la educación secundaria ha generado interés por su impacto en el rendimiento académico. Esta investigación tuvo como objetivo identificar los factores tecnológicos que inciden en el aprovechamiento académico de estudiantes de secundaria. Se empleó un enfoque cualitativo mediante una revisión bibliográfica sistemática siguiendo las directrices PRISMA, analizando 19 estudios publicados en los últimos cinco años. Los resultados revelaron que las competencias digitales de los estudiantes y su motivación intrínseca son fundamentales para el uso efectivo de TIC. La implementación de software educativo específico demostró mejoras significativas en la comprensión de contenidos técnicos, mientras que el uso de smartphones potenció habilidades colaborativas. Sin embargo, se identificaron disparidades en el acceso y aprovechamiento tecnológico relacionadas con el contexto socioeconómico. Se concluye que la tecnología educativa funciona como amplificador que potencia las prácticas pedagógicas cuando existe alineación entre factores personales (competencias digitales, motivación), contextuales (apoyo familiar, infraestructura) y pedagógicos (capacitación docente, diseño instruccional). Estos hallazgos fundamentan el desarrollo de estrategias educativas inclusivas que maximicen el potencial de las TIC en entornos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The integration of Information and Communication Technologies (ICT) in secondary education has generated interest due to its impact on academic performance. This research aimed to identify technological factors that influence academic achievement among secondary school students. A qualitative approach was employed through a systematic literature review following PRISMA guidelines, analyzing 19 studies published in the last five years. Results revealed that students' digital competencies and intrinsic motivation are fundamental for effective ICT use. The implementation of specific educational software demonstrated significant improvements in technical content comprehension, while smartphone use enhanced collaborative skills. However, disparities in technological access and utilization related to socioeconomic context were identified. The study concludes that educational technology functions as an amplifier that enhances pedagogical practices when there is alignment between personal factors (digital competencies, motivation), contextual factors (family support, infrastructure), and pedagogical factors (teacher training, instructional design). These findings support the development of inclusive educational strategies that maximize ICT potential in educational environments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[factores tecnológicos]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[tic]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[software educativo]]></kwd>
<kwd lng="en"><![CDATA[technological factors]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[ict]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[educational software]]></kwd>
</kwd-group>
</article-meta>
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