<?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>S2739-00632025000300118</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14212395</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de adaptación docente desde la pandemia: Google Classroom como pilar de la educación virtual]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching adaptation strategies since the pandemic: Google Classroom as a pillar of virtual education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camacho González]]></surname>
<given-names><![CDATA[Dolores Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hurtado Sánchez]]></surname>
<given-names><![CDATA[Miriam Enriqueta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Jaramillo]]></surname>
<given-names><![CDATA[Andrea Vanesa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez Saraguro]]></surname>
<given-names><![CDATA[Brigitte Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Azuero]]></surname>
<given-names><![CDATA[Eufemia Marianela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merchán Carrión]]></surname>
<given-names><![CDATA[Rocío del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela de Educación Básica "18 de Noviembre"  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escuela de Educación Básica &#8220;18 de Noviembre&#8221;  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escuela de Educación Básica &#8220;18 de Noviembre&#8221;  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro de desarrollo infantil particular "Pequeño Safari"  ]]></institution>
<addr-line><![CDATA[Yantzaza Zamora]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Escuela de Educación Básica &#8220;18 de Noviembre&#8221;  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Unidad Educativa Fiscomisional Calasanz  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el presente artículo se analizan las percepciones de docentes y estudiantes en Educación General Básica sobre el uso de Google Classroom como herramienta educativa en la educación virtual post-pandemia. Para su abordaje se siguió una metodología de tipo descriptiva, desde el enfoque cuantitativo, desde un diseño no experimental y transversal, utilizando como técnica de recolección de datos la encuesta para abordar una muestra de seis docentes de Educación General Básica que utilizan Google Classroom para gestionar sus clases, junto a 176 estudiantes de estos cursos. Considerando que la intención fue identificar los beneficios y desafíos asociados con la plataforma, los resultados indican que Google Classroom ayuda a la organización de tareas y materiales, siendo percibida como una herramienta sencilla de usar. Sin embargo, también se evidencian limitaciones en la comunicación y la motivación de los estudiantes, lo que sugiere la necesidad de complementar su uso con metodologías activas y herramientas adicionales interactivas. Se concluye que, aunque Google Classroom es esencial para la educación post-pandemia, su efectividad puede mejorarse mediante la integración de estrategias pedagógicas que promuevan un aprendizaje más dinámico y motivador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyzes the perceptions of teachers and students in Basic General Education about the use of Google Classroom as an educational tool in post-pandemic virtual education. To approach it, a descriptive methodology was followed, from the quantitative approach, from a non-experimental and cross-sectional design, using the survey as a data collection technique to address a sample of six Basic General Education teachers who use Google Classroom to manage their classes, together with 176 students of these courses. Considering that the intention was to identify the benefits and challenges associated with the platform, the results indicate that Google Classroom helps the organization of tasks and materials, being perceived as a simple tool to use. However, limitations in student communication and motivation are also evident, suggesting the need to complement their use with active methodologies and additional interactive tools. It is concluded that, although Google Classroom is essential for post-pandemic education, its effectiveness can be improved through the integration of pedagogical strategies that promote more dynamic and motivating learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[google classroom]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[adaptación docente]]></kwd>
<kwd lng="en"><![CDATA[google classroom]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[teacher adaptation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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