Este trabajo tiene como proposito generar un modelo de incorporacion de Tecnologias Emergentes en el aula desde la revision documental, experiencia de los investigadores, de las percepciones de los diferentes docentes sobre la incorporacion de tecnologia en sus procesos y de la validacion de ocho expertos tematicos, se realizo una analisis de la informacion en cada una de las fases de la investigacion para determinar los diferentes componentes del modelo. Se encontro que existen tres condicionamientos del modelo: la motivacion, la infraestructura y la competencia TIC; cuatro principios: la reflexion docente, la flexibilidad pedagogica, la comunicacion dialogica y los roles y seis fases: la reflexion inicial, el analisis del contexto, la fundamentacion pedagogica, la aplicacion didactica, la implementacion y la evaluacion. This work aims to generate a model for incorporation of Emerging Technologies in the classroom based on a literature review, the experience of researchers, the perceptions of different teachers about the incorporation of technology in their processes and the validation of eight thematic experts. An analysis of the information was carried out in each of the phases of this investigation to determine the different components of the model. It was found that there are three constraints in this model: motivation, infrastructure and ICT competence; four principles: teacher reflection, pedagogical flexibility, dialogic communication and roles; as well as six phases: the initial reflection, the analysis of the context, the pedagogical foundation, the didactic application, the implementation and the evaluation. Article visualizations:
