Knowledge construction today is intrinsically linked to the use of technological aids. Synchronous and asynchronous tools such as blogs, chats, wikis, podcasts, forums, videoconferences, and social networks such as Facebook and Twitter facilitate the generation of content or micro-content that is used in education to aid the instruction and training process and help users acquire intellectual abilities and techniques, as well as attitudes and habits.

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A new source for constructing knowledge is appearing that conditions the intended message, changes the roles of the sender and receiver, and especially emphasizes the importance of participation, collaboration, cooperation, interaction, commitment, connection with reality, and significant learning.

Theories such as constructivism focus the construction of knowledge on the use of technologies as support for the teaching and learning process and on the performance of activities in which students can immediately access unlimited information while controlling their own learning.

The keys to the process of knowledge creation make direct reference to the need to share it and to the existence of systems that promote it and enable it to be implemented in environments where everyone can interact and experiment, fostering democratization, access to information, knowledge, and the storage and management of information. Open-education, free-access resources are consistent with all of these characteristics and are useful resources for teaching, learning and conducting educational research.

  • Creation of knowledge
  • Democratization of knowledge
  • Access to information and knowledge (knowledge for all), storage and management of information (open education resources)
  • Jabari Mahiri
  • Danah Henriksen
  • Linda Castañeda
  • Marta Marimon Martí
  • Cèsar Coll Salvador
  • Elena Barberà Gregori
  • Carles Monereo Font
  • Janaina de Oliveria

PhD English (Language, Literacy, and Rhetoric), University of Illinois at Chicago

Inaugural holder of the William and Mary Jane Brinton Family Chair in Urban Teaching. He directs the TEACH Project (Technology, Equity, And Culture for High-performance schools), a research initiative that collaborates with urban schools and community partners on uses of new media for increasing student achievement and educational equity, and for improving teacher professional development.

PhD in Educational Psychology and Educational Technology from the College of Education at Michigan State University.

Her research interests include: creativity in teaching and learning, transdisciplinary thinking skills, learning by design, teaching with the arts, creativity in STEM disciplines (science, technology, engineering, and mathematics), and educational technology

PhD in Educational Technology, Illes Balears University. Degree in pedagogy. Professor in the Department of Didactics and School Organisation at the University of Murcia. Member of the Group of Research in Educational Technology (GITE).

Pedagogy PhD from University of Barcelona.

Professor of the Faculty of Education, Humanities and Translation Digital tools and resources in the classroom; citizen competence for the information and knowledge society

Phd in Psychology from the University of Barcelona. University professor. Masters in Educational Psychology Information society, ICTs and learning Approaches and current trends in Educational Psychology Focus on cultural and linguistic diversity in school education UB research practicum UB professionalizing practicum

Phd in Psychology from the University of Barcelona. Her research focuses on the psychology of education, education processes, and learning and assessment in online environments; she leads the University and School Distance Education research group at the UOC.

Doctor of Psychology, professor of the Autònoma University de Barcelona, ​​educational consultant and lecturer. As a researcher specialising in teaching and learning strategies, he has presented at a host of conferences and seminars and published in numerous journals specialising in education and psychology.

Teaching and learning strategies, formation of the teacher’s professional identity through critical incidents, and the impact of ICTs on ways of learning and teaching.

PhD in Applied Linguistics, Federal University of Minas Gerais. Researcher in the Faculty of Education and Psychology at the URV and member of the Applied Research Group in Educational Technology, where she has participated in several national and international projects. She is interested in interdisciplinary research at the intersection between education, social semiotics and technology.