<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442022000600340</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de las tecnologías de la educación en los procesos educativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of educational technologies on educational processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Checa Cabrera]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Burgos]]></surname>
<given-names><![CDATA[Gabriela Paulina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina Mora]]></surname>
<given-names><![CDATA[José Fabian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Regional Autónoma de Los Andes  ]]></institution>
<addr-line><![CDATA[ Ibarra]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Regional Autónoma de Los Andes  ]]></institution>
<addr-line><![CDATA[ Ambato]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Regional Autónoma de Los Andes  ]]></institution>
<addr-line><![CDATA[ Quevedo]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>89</numero>
<fpage>340</fpage>
<lpage>350</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000600340&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000600340&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000600340&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Ante el uso generalizado de las tecnologías en la vida social y cotidiana, las instituciones educativas las han asimilado como parte de su realidad. Múltiples estudios se han encaminado a conocer el papel de estas en el entorno educativo y sus efectos. Por lo antes expuesto se define como objetivo de la investigación: analizar el impacto de las tecnologías de la educación en los procesos educativos. Para cumplirlo, se emplearon métodos teóricos y empíricos. Se realizaron búsquedas en las bases de datos Science Direct y Google Scholar. Como resultado se obtuvo que la producción científica es amplia, alcanzando 2394 publicaciones desde 1999, según el tipo de artículo existe un predominio de los artículos de investigación, seguidos por los capítulos de libros. Las áreas del conocimiento más tratadas son las ciencias sociales, seguido de la medicina y estomatología. Se aprecia una carencia en relación con los estudios sobre la efectividad de estas herramientas en el proceso docente. Una vez identificadas las implicaciones relacionadas con el empleo de las tecnologías de la información y la aplicación del método Dematel, se observa que, en relación con el grado de importancia, relevancia del papel del profesor en el entorno tecnológico ocupa el primer lugar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Given the widespread use of technologies in social and daily life, educational institutions have assimilated them as part of their reality. Multiple studies have been aimed at knowing the role of these in the educational environment and its effects. The objective of the research is to analyze the impact of educational technologies in educational processes. To accomplish this, theoretical and empirical methods were used, such as the DEMATEL method. The Science Direct and Google Scholar databases were searched. Scientific production is extensive, reaching 2,394 publications since 1999. Depending on the type of article, there is a predominance of research articles, followed by book chapters. The most treated areas of knowledge are the social sciences, followed by medicine and dentistry. There is a lack in relation to studies on the effectiveness of these tools in the teaching process. Once the implications related to the use of information technologies and the application of the Dematel method have been identified, it can be seen that in relation to the degree of importance, relevance of the teacher's role in the technological environment ranks first.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnologías de la educación]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza, impacto de las tecnologías en la educación]]></kwd>
<kwd lng="en"><![CDATA[Education technology]]></kwd>
<kwd lng="en"><![CDATA[teaching process]]></kwd>
<kwd lng="en"><![CDATA[impact of technologies in education]]></kwd>
</kwd-group>
</article-meta>
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