<?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>2542-3088</journal-id>
<journal-title><![CDATA[Revista Arbitrada Interdisciplinaria Koinonía]]></journal-title>
<abbrev-journal-title><![CDATA[Koinonía]]></abbrev-journal-title>
<issn>2542-3088</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-30882026000100298</article-id>
<article-id pub-id-type="doi">10.35381/r.k.v11i21.5063</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tecnologías emergentes y transformación educativa en docentes de secundaria: estudio sobre integración y uso pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Emerging technologies and educational transformation among secondary school teachers: a study on integration and pedagogical use]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pastrana-Almanza]]></surname>
<given-names><![CDATA[Carlos Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Educativa María Goretti  ]]></institution>
<addr-line><![CDATA[Montelíbano Córdoba]]></addr-line>
<country>Colombia</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>11</volume>
<numero>21</numero>
<fpage>298</fpage>
<lpage>312</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-30882026000100298&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-30882026000100298&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-30882026000100298&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La presente investigación tuvo como objetivo analizar las tecnologías emergentes y la transformación educativa en docentes de secundaria, considerando un estudio sobre integración y uso pedagógico. Como metodología, se acudió al enfoque cuantitativo, de tipo descriptivo, empleando como técnica, la observación y la encuesta y, como instrumentos, la guía de observación y la lista de cotejo. En cuanto a la confiabilidad, la lista de cotejo se consideró apta, obteniendo un resultado de 0,90, según la Kuder Richardson. Como resultado, se pudo constatar la persistencia de un enfoque tradicional, el cual ha limitado el uso de tecnologías emergentes en el nivel de secundaria; por tanto, es necesaria la capacitación docente, la dotación de recursos y un cambio en la cultura organizacional de las instituciones educativas. Se concluyó entonces que, las tecnologías emergentes deberían tomarse como ejes transversales dentro del currículo educativo nacional para una formación integral del estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this study was to analyze emerging technologies and educational transformation among secondary school teachers, focusing on their integration and pedagogical use. A descriptive quantitative approach was adopted, employing observation and surveys as research techniques, and using an observation guide and a checklist as instruments. In terms of reliability, the checklist was deemed adequate, with a Kuder-Richardson coefficient of 0.90. As a result, the persistence of a traditional approach was confirmed, which has limited the use of emerging technologies at the secondary level; therefore, teacher training, the provision of resources, and a change in the organizational culture of educational institutions are necessary. It was therefore concluded that emerging technologies should be adopted as cross-cutting themes within the national educational curriculum to ensure a comprehensive student education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnologías emergentes]]></kwd>
<kwd lng="es"><![CDATA[transformación educativa]]></kwd>
<kwd lng="es"><![CDATA[docentes de secundaria]]></kwd>
<kwd lng="es"><![CDATA[integración]]></kwd>
<kwd lng="es"><![CDATA[uso pedagógico.]]></kwd>
<kwd lng="en"><![CDATA[Emerging technologies]]></kwd>
<kwd lng="en"><![CDATA[educational transformation]]></kwd>
<kwd lng="en"><![CDATA[secondary school teachers]]></kwd>
<kwd lng="en"><![CDATA[integration]]></kwd>
<kwd lng="en"><![CDATA[pedagogical use.]]></kwd>
</kwd-group>
</article-meta>
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