<?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>2631-2786</journal-id>
<journal-title><![CDATA[Revista Científica UISRAEL]]></journal-title>
<abbrev-journal-title><![CDATA[RCUISRAEL]]></abbrev-journal-title>
<issn>2631-2786</issn>
<publisher>
<publisher-name><![CDATA[Universidad Tecnológica Israel ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2631-27862022000100029</article-id>
<article-id pub-id-type="doi">10.35290/rcui.v9n1.2022.513</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de las tecnologías disruptivas en el proceso de enseñanza - aprendizaje: caso UTM online]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of disruptive technologies in the teaching-learning process: case UTM online]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambrano Romero]]></surname>
<given-names><![CDATA[Walter José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meza Hormaza]]></surname>
<given-names><![CDATA[Jaime Alcides]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>29</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2631-27862022000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2631-27862022000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2631-27862022000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  En la actualidad los entornos educativos en línea mediados por tecnologías han desarrollado ambientes de innovación en los procesos pedagógicos que facilitan el aprendizaje de los educandos, la presente investigación tiene como objeto de medir el impacto que tiene el uso de las tecnologías disruptivas en el proceso de enseñanza y aprendizaje de las carreras en línea de UTM online. Con el propósito de integrar estas innovaciones a los centros de Educación Superior, y de proveer nuevos mecanismos de construcción de significados. En cuanto al estudio, parte de una intencionalidad exploratoria, el enfoque utilizado en esta investigación fue de corte cuantitativo con un diseño no experimental y transversal, de alcance descriptivo, realizando un estudio del fenómeno comparado con otras asignaturas. Por otra parte, en los resultados se observa que el 80% de los participantes dieron una calificación correspondiente a totalmente satisfactorio. Lo que demuestra que los participantes perciben un mejor aprendizaje al implementar aplicaciones digitales y plataformas colaborativas en el desarrollo de prácticas en tiempo real discrepando inquietudes. La investigación sugiere que las herramientas digitales como Google Docs, Quizizz y Flipgrid son herramientas de aprendizaje útiles en su adaptación para fomentar la interacción y la retención del aprendizaje en línea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Currently, online educational environments mediated by technologies have developed innovation environments in pedagogical processes that facilitate student learning, the present research aims to measure the impact of the use of disruptive technologies in the process of learning. Teaching and learning of online UTM careers online. In order to integrate these innovations to Higher Education centers, and to provide new mechanisms for the construction of meanings. As for the study, it starts from an exploratory and descriptive intention of knowing in depth the problem in the teaching and learning process in educational practice, where the quantitative methodology of a non-experimental nature was applied. On the other hand, in the results, it is observed that 80% of the participants gave a corresponding rating to very satisfactory. This shows that the participants perceive better learning when implementing digital applications and collaborative platforms in the development of real-time practices, disagreeing with concerns. Research suggests that digital tools like Google Docs, Quizizz, and Flipgrid are useful learning tools in their adaptation to encourage interaction and retention of online learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[tecnologías disruptivas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza y aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[plataformas colaborativas]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[disruptive technologies]]></kwd>
<kwd lng="en"><![CDATA[teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[collaborative platforms]]></kwd>
</kwd-group>
</article-meta>
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</nlm-citation>
</ref>
</ref-list>
</back>
</article>
