<?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>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262017000200173</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v7.n2.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La tecnología móvil: Una herramienta para la mejora de la inclusión digital de las personas con TEA]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tecnologia móvel: Uma ferramenta para melhorar a inclusão digital de pessoas com TEA]]></article-title>
<article-title xml:lang="en"><![CDATA[Mobile technology: A tool for improving the digital inclusion for people with ASD]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanromà-Giménez]]></surname>
<given-names><![CDATA[Mònica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lázaro-Cantabrana]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gisbert-Cervera]]></surname>
<given-names><![CDATA[Mercè]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Rovira i Virgili  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>173</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262017000200173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262017000200173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262017000200173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La digitalización de aspectos cotidianos de nuestra vida como el mundo laboral, el tiempo y espacio de ocio, la educación, la cultura, los medios de comunicación, entre muchos otros, nos ha generado la necesidad de adaptarnos constantemente a los cambios producidos por la implantación de las tecnologías digitales. En el caso de las personas con trastorno del espectro autista (TEA), los avances evidenciados respecto a las tecnologías digitales y en especial de los dispositivos móviles han potenciado las posibilidades de desarrollarse y formarse íntegramente como ciudadano activo así como mejorado su calidad de vida. En los últimos años, la digitalización de los proceso de enseñanza y aprendizaje del alumnado con TEA se ha convertido en un campo de trabajo y estudio de interés científico generado por las evidencias recogidas respecto a sus múltiples beneficios. Por esta razón, actualmente existen numerosos recursos y apoyos tecnológicos para las diferentes áreas de intervención educativa con niños con TEA. Ante esta situación, es necesario evaluar los recursos y apoyos digitales desde una mirada crítica. Así como involucrar en este proceso de evaluación a los agentes educativos implicados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A digitalização de aspectos cotidianos de nossa vida como o mundo do trabalho, o tempo e espaços dedicados ao lazer, a educação, a cultura, os meios de comunicação, entre outros, gerou a necessidade de se adaptar constantemente às mudanças provocadas pela implantação das tecnologias digitais. No caso das pessoas com transtorno do espectro do autismo (TEA), os avanços realizados em relação às tecnologias digitais, especialmente dispositivos móveis, aumentaram as possibilidades de desenvolvimento e treinamento como cidadão ativo, além de melhorar sua qualidade de vida. Nos últimos anos, a digitalização do processo de ensino e aprendizagem dos alunos com TEA tornou-se um campo de trabalho e pesquisa de interesse científico gerado pelas evidências coletadas em relação aos seus múltiplos benefícios. Por esta razão, existem atualmente muitos recursos e suporte tecnológico para as diferentes áreas de intervenção educacional com crianças com TEA. Dada esta situação, é necessário avaliar os recursos digitais e os apoios a partir de uma perspectiva crítica. Além de incluir neste processo de avaliação, os agentes educacionais envolvidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The digitalisation of the different daily aspects of our life such as the world of work, leisure time and space, education, culture or media, among many other aspects, has brought the need to adapt constantly to the changes produced by the implantation of digital technologies. In the case of people with autism spectrum disorder (ASD), the advances evidenced that have been made regarding to digital technologies and especially to mobile devices have greatly favored their life and possibilities of developing and forming themselves as active citizens. In the last years, the digitalisation of the teaching and learning process of students with ASD has become a field of work and study of scientific interest due to the gathered evidences of their multiple benefits. For this reason, there are currently many resources and technological support for the different areas of educational intervention with children with ASD. Given this situation, it is necessary to evaluate digital resources and supports from a critical perspective. As well as engaging in this evaluation process the involved educational agents.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[inclusión digital]]></kwd>
<kwd lng="es"><![CDATA[trastorno del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[tecnologías móviles]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[inclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[desordem do espectro autista]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias móveis]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[digital inclusion]]></kwd>
<kwd lng="en"><![CDATA[autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[mobile technologies]]></kwd>
</kwd-group>
</article-meta>
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