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This research aims to identify the existing technological and cognitive gaps in educational institutions through the implementation of characterization software. To meet this objective, the study establishes a framework of digital competencies to validate the level of performance using the input of educational community members, which allows for establishing a diagnosis regarding the use and appropriation of technological resources. The study utilized an applied research methodology based on a validation approach using the technological acceptance method. The findings reveal educational institutions' lack of knowledge in identifying and appropriating technological resources. The research concludes that recognizing technology and technological resources can lead to the improvement of educational processes. It also provides a framework for researchers to present proposals that allow them to recognize technology's mediating role in the teaching-learning process.
Monsalve et al. (Mon,) studied this question.