Bibliographic citations
Madrid, J., Villegas, J. (2016). Usos de los recursos educativo abiertos (REA) en docentes del nivel de educación secundaria de dos instituciones educativas públicas : una de la región del Callao y otra de Lima Provincias [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6805
Madrid, J., Villegas, J. Usos de los recursos educativo abiertos (REA) en docentes del nivel de educación secundaria de dos instituciones educativas públicas : una de la región del Callao y otra de Lima Provincias [Tesis]. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6805
@mastersthesis{renati/21439,
title = "Usos de los recursos educativo abiertos (REA) en docentes del nivel de educación secundaria de dos instituciones educativas públicas : una de la región del Callao y otra de Lima Provincias",
author = "Villegas Cruz, Juan Carlos",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
The new school environments require teachers to innovate in the uses of Open Educational Resources (OER), which are democratic and quality elements because they facilitate the pedagogical work. Therefore, this research responds the problem: How are OER used by teachers of secondary level of one Public School from Callao Region and other from Lima Provinces?, with the objective to determine the ways of uses of OER, which are carried out by teachers in both schools. The research method is the multiple case studies from a qualitative approach at a comparative and descriptive level. The first case is the uses of OER by teachers of the Public School "A" and; the second, by teacher of the Public School "B". In both cases, teachers make up the embedded unit of analysis, who responded to a semi-structured interview, which was supplemented by a mixed questionnaire. For categorization, it has used matrices; for open and axial coding, ATLAS.ti; for analysis and interpretation, the determination of patterns and relations and; for the discussion, the direct interpretation. The conclusions show that teachers of Case 01 use commonly and in a wide variety of ways, different search engines, repositories, tools, software and other online and offline resources with open access to present, edit, publish and create collaboratively contents and educational materials. In addition, they use the blog creatively to design and develop their learning lessons. Also, both cases not use efficiently the open publication licenses to share and spread the OER on the Web. It is recommended researches to use digital ethnographic methods to investigate thoroughly about creation and types of open licensing of OER, which are used by teachers. Likewise, it is suggested promoting actively the use of OER in students.
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