<?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>1028-9933</journal-id>
<journal-title><![CDATA[Revista Información Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. inf. cient.]]></abbrev-journal-title>
<issn>1028-9933</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Ciencias Médicas Guantánamo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1028-99332022000200006</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores que influyen en el tecnoestrés docente durante la pandemia por la COVID-19, Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors that influence teaching technostress during the COVID-19 pandemic, Ecuador]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores que influenciam o ensino técnico-stress durante a pandemia de COVID-19, Equador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrión-Bósquez]]></surname>
<given-names><![CDATA[Nelson Geovany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castelo-Rivas]]></surname>
<given-names><![CDATA[Walter Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero-Pachacama]]></surname>
<given-names><![CDATA[José Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Criollo-Sarco]]></surname>
<given-names><![CDATA[Ludy Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo-Verduga]]></surname>
<given-names><![CDATA[Mery Jael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Sede Santo Domingo ]]></institution>
<addr-line><![CDATA[ Santo Domingo de los Tsáchilas]]></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>101</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1028-99332022000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1028-99332022000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1028-99332022000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: El uso de las Tecnologías de la Información y las Comunicaciones (TIC) es herramienta indispensable para el continuo proceso de enseñanza-aprendizaje a distancia. El tecnoestrés es la resultante de la incapacidad individual que tiene una persona para adaptarse con normalidad al uso de las nuevas tecnologías dentro de sus actividades laborales.  Objetivo:  Identificar los factores de estrés asociados al uso de las TIC en docentes de educación primaria y secundaria en el contexto de la pandemia COVID-19 (noviembre de 2021 a enero de 2022), en Santo Domingo de los Tsáchilas, Ecuador, donde se implementó el cierre completo de escuelas como medida sanitaria.  Método:  Estudio de enfoque cuantitativo de alcance correlacional y diseño transeccional, aplicado a 485 profesores de unidades educativas fiscales y particulares a quienes se les aplicó un cuestionario de 20 preguntas que midieron factores, como: escepticismo al uso de las TIC, fatiga laboral, ansiedad e ineficacia. Los resultados del estudio fueron analizados estadísticamente a través de un Análisis Factorial Exploratorio (AFE), Análisis Factorial Confirmatorio (AFC) y Modelado de Ecuaciones Estructurales (MEE); desarrollados en SPPS 20 y AMOS 24.  Resultados:  A través de los estimados arrojados en el AMOS Output, se obtuvo: escepticismo (&#946;=0,327), fatiga laboral (&#946;=0,238), ansiedad (&#946;=0,394) e ineficacia (&#946;=0,010).  Conclusiones: Se pudo evidenciar que el escepticismo, la fatiga laboral y la ansiedad son factores influyentes en la presencia de tecnoestrés docente, mientras que la ineficacia no lo es; dichos aspectos servirán como base para la formulación de estrategias y medidas que permitan la integración efectiva y sostenible de las TIC en el ámbito educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The use of Information and Communications Technology (ICT) is an indispensable tool for the continuous distance teaching-learning process. Technostress is the result of the individual inability of a person to adapt normally to the use of new technologies within their work activities.  Objective:  To identify the stress factors associated with the use of ICT in primary and secondary education teachers in the context of the COVID-19 pandemic (November 2021 and January 2022), in Santo Domingo de los Tsáchilas, Ecuador. There was implemented the complete closure of schools as a sanitary measure.  Method:  A study of quantitative approach of correlational scope and transactional design, applied to 485 teachers of fiscal and private educational units, to whom a questionnaire of 20 questions was applied, that measured different factors, such as: skepticism about the use of ICT, work fatigue, anxiety and inefficiency. The results of the study were statistically analyzed through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM); developed in SPPS 20 and AMOS 24.  Results:  Through the estimates thrown in the AMOS Output, we obtained: skepticism (&#946;=0.327), work fatigue (&#946;=0.238), anxiety (&#946;=0.394) and inefficiency (&#946;=0.010).  Conclusions:  it was possible to show that skepticism, work fatigue and anxiety are influential factors in the presence of teaching technostress, while inefficiency is not. These aspects will serve as a basis for the formulation of strategies and measures that allow the effective and sustainable integration of ICTs in the educational field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  A utilização das TIC é uma ferramenta indispensável para o processo contínuo de ensino-aprendizagem a distância. O technostress é o resultado da incapacidade individual que uma pessoa tem de se adaptar normalmente ao uso de novas tecnologias dentro de suas atividades laborais.  Objetivo:  Identificar os fatores de estresse associados ao uso das TIC em professores do ensino fundamental e médio no contexto da pandemia de COVID-19 (novembro de 2021 a janeiro de 2022), em Santo Domingo de los Tsáchilas, Equador, onde o fechamento de escolas foi implementado como medida sanitária.  Método:  Estudo de abordagem quantitativa de abrangência correlacional e desenho transacional, aplicado a 485 professores de unidades educacionais públicas e privadas que receberam um questionário de 20 questões que mensurava fatores como: ceticismo quanto ao uso das TIC, cansaço no trabalho, ansiedade e ineficiência. Os resultados do estudo foram analisados estatisticamente por meio de Análise Fatorial Exploratória (AFE), Análise Fatorial Confirmatória (AFC) e Modelagem de Equações Estruturais (MEV); desenvolvido no SPPS 20 e AMOS 24.  Resultados:  Através das estimativas lançadas no AMOS Output, obtivemos: ceticismo (&#946;=0,327), fadiga no trabalho (&#946;=0,238), ansiedade (&#946;=0,394) e ineficiência (&#946;=0,010).  Conclusões:  Foi possível evidenciar que o ceticismo, o cansaço no trabalho e a ansiedade são fatores influentes na presença do tecnoestresse docente, enquanto a ineficiência não o é; Esses aspectos servirão de base para a formulação de estratégias e medidas que permitam a integração efetiva e sustentável das TIC no campo educacional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[tecnoestrés]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[proceso docente]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[technostress]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[teaching process]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[technostress]]></kwd>
<kwd lng="pt"><![CDATA[saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[processo de ensino]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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