Open access: a challenge in continuing teacher training
Technological development allows for free access and distribution of knowledge, enabling teachers to freely access didactic material. In many cases, such a material coincides with educational objectives, but in others, it may be necessary to adapt it to a specific educational context. Thus teachers,...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2017
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/18962 |
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| Sumario: | Technological development allows for free access and distribution of knowledge, enabling teachers to freely access didactic material. In many cases, such a material coincides with educational objectives, but in others, it may be necessary to adapt it to a specific educational context. Thus teachers, who are only consumers sometimes, become producers of knowledge. Considering open access without registration or payment for digital educational material turns knowledge into a public good for a democratic and equitable society. In this context, the Center for Educational Informatics of the National University of San Luis promotes teacher training in such topics as Open Educational Resources, Free Software, Creative Commons License, and the incidence of free access on educational practices. The aim of this initiative is achieving educational innovation that allows for the development of skills and abilities in knowledge-producing subjects, who are also aware of the value of knowledge to reduce social gaps. This work is based on the following questions: Do teachers consider Creative Commons licenses in the production of their own materials? Do you consider copyright in the materials that you download from the Internet? |
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