<?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>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662022000400016</article-id>
<article-id pub-id-type="doi">10.37843/rted.v13i2.288</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inclusión Tecnológica en Época de Pandemia: Una Mirada al Constructivismo como Fundamento Teórico]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological Inclusion in Times of Pandemic: A Review of Constructivism as a Theoretical Foundation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra-Rocha]]></surname>
<given-names><![CDATA[Doris Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiluiza-Vásquez]]></surname>
<given-names><![CDATA[Wilson Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Conde]]></surname>
<given-names><![CDATA[Diana Amparito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>16</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662022000400016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662022000400016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662022000400016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pandemia COVID-19 incrementó el uso de medios tecnológicos a todo nivel. En el campo educativo, el virus planetario colocó a los recursos y herramientas tecnológicas como únicos instrumentos de mediación entre docentes y estudiantes. Esta investigación documental se sustentó en el paradigma hermenéutico con un enfoque cualitativo de tipo narrativo-interpretativo y de diseño bibliográfico. El objetivo del estudio fue analizar la teoría constructivista como base teórica para el diseño de experiencias de aprendizaje apoyadas con tecnología. Tomando en cuenta que incluir tecnología en los procesos educativos por sí sola no constituye un factor determinante de efectividad, la reflexión acerca de un fundamento teórico que fortalezca el posicionamiento docente frente al uso tecnológico se hace necesaria. Los resultados mostraron que, si bien la tecnología facilita la puesta en práctica de una enseñanza basada en el constructivismo, el acceso a los recursos tecnológicos se convierte en un limitante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The COVID-19 pandemic expanded the usage of technological resources globally. In the educational field, technological resources and tools became the only instruments of mediation between teachers and students. This desk research was based on the hermeneutical paradigm from a narrative-interpretative qualitative approach. A bibliographic design was applied. The study's objective was to analyze the constructivist theory as a theoretical basis for designing technology-supported learning experiences. The results demonstrated that although technology facilitates the implementation of teaching based on constructivism, access to technological resources becomes a limitation. Considering that including technology in educational processes does not constitute a determining factor of effectiveness, reflecting on a theoretical foundation that strengthens the teaching position regarding technological inclusion is necessary.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión tecnológica]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[constructivismo]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Technological inclusion]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[constructivism]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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