<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202021000400258</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Herramientas tecnológicas en la gestión docente del proceso de formación plan la universidad en casa y educación a distancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological tools in the teaching management of the training process plan for the home university and distance education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Marín]]></surname>
<given-names><![CDATA[Aquiles José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Bolivariana de Venezuela  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Bolivariana de Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>4</numero>
<fpage>258</fpage>
<lpage>266</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202021000400258&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202021000400258&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202021000400258&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo tiene como objetivo central explicar las potencialidades que ofrece las herramientas tecnológicas, como complemento para cumplir la gestión del docente universitario en el contexto de la pandemia del COVID-19, a la par con la evolución de las Tecnologías de la Información y Comunicación (TIC). Se tomó como objeto de estudio al Plan la Universidad en Casa y la Educación a Distancia (PUCED) desarrollado por el Ministerio del Poder Popular para le Educación Universitaria de Venezuela. La metodología utilizada fue la investigación documental mediante el método del aná lisis de contenido mediante revisión sistémica que generó la siguiente conclusión, los procesos de formación del PUCED respecto a la adaptación docente han estado marcados por la necesidad de formar a partir de la educación a distancia, que propone una complementación entre los recursos pedagógicos tradicionales con las TIC que dispongan ellos. Sin embargo, la incipiente necesidad de formación docente en el manejo de tecnologías con fines pedagógicos le obligó al MPPEU entrar en un proceso de formación constante y progresiva cuyo resultado ha sido una transformación radical en su visión del proceso de enseñanza-aprendizaje a distancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The main objective of this article is to explain the potential offered by technological tools, as a complement to comply with the management of university teachers, the context of the COVID-19 pandemic, along with the evolution of Technologies of Information and Communication (ICT). The University at Home and Distance Education Plan (PUCED) developed by the Ministry of Popular Power for University Education of Venezuela was taken as an object of study, and it highlights the opportunities in terms of its application not only for the influence that notoriously impacts the student but also all the advantages it brings to the teachers. The methodology used was documentary research through the method of content analysis through systemic review that generated the following conclusion, the PUCED training processes regarding teacher adaptation have been marked by the need to train from the distance education, which proposes a complementation between traditional pedagogical resources with the ICT that they have. However, the incipient need for teacher training in the management of technologies for pedagogical purposes forced the MPPEU to enter into a process of constant and progressive training, the result of which has been a radical transformation in its vision of the distance teaching-learning process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Plan Universidad en Casa]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Home University Plan]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
</kwd-group>
</article-meta>
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