<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000202021</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15814818</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implementación del modelo TPACK para fortalecer las competencias digitales de los docentes de una institución educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementation of the TPACK model to strengthen the digital competencies of teachers in an educational institution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Naranjo]]></surname>
<given-names><![CDATA[Javier Rubén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000202021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000202021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000202021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio aplicado, de enfoque cuantitativo y diseño cuasi experimental, tuvo como objetivo demostrar el efecto del modelo TPACK en mejora continua de las competencias digitales de los maestros de un centro educativo de Daule, Ecuador, durante el año 2024, con base en el objetivo de desarrollo sostenible (ODS) número 4, dirigido a promover una educación inclusiva y de calidad. La muestra estuvo conformada por 70 docentes, distribuidos equitativamente en un grupo de control (GC) y otro experimental (GE), se utilizó un cuestionario validado para evaluar los niveles de competencia digital en las etapas pre y post intervención. Los resultados iniciales mostraron niveles medios de competencia digital en los dos grupos, sin diferencias significativas (p = 0,475); tras la implementación del programa basado en el modelo TPACK, el grupo que recibió la intervención (GE) evidenció un avance estadísticamente significativo (p = 0,000), alcanzando el 91,43 % de docentes en el nivel alto de competencia digital y eliminando el nivel más bajo, a diferencia con el grupo control que evidenció variaciones pocos significativas. Se concluye que el modelo TPACK es una estrategia efectiva para transformar y fortalecer las competencias digitales en los maestros, impulsando una enseñanza más inclusiva, pertinente e innovadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This applied study, with a quantitative approach and quasi-experimental design, aimed to demonstrate the effect of the TPACK model on the continuous improvement of the digital competencies of teachers at an educational center in Daule, Ecuador, during the year 2024, based on Sustainable Development Goal (SDG) number 4, which aims to promote inclusive and quality education. The sample consisted of 70 teachers, distributed equally between a control group (CG) and an experimental group (EG). A validated questionnaire was used to assess digital competence levels in the pre- and post-intervention stages. Initial results showed average levels of digital competence in both groups, with no significant differences (p = 0.475). after the implementation of the program based on the TPACK model, the group that received the intervention (EG) showed statistically significant progress (p = 0.000), with 91.43 % of teachers reaching a high level of digital competence and eliminating the lowest level, unlike the control group, which showed insignificant variations. It is concluded that the TPACK model is an effective strategy for transforming and strengthening teachers' digital competencies, promoting more inclusive, relevant, and innovative teaching.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelo TPACK]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales docentes]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="en"><![CDATA[TPACK model]]></kwd>
<kwd lng="en"><![CDATA[digital teaching skills]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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