Technological appropriation for the effective incorporation of open educational resources

This article is based on a research which sought to identify the technological appropriation of five teachers who excel using technologies, according to their institute's directors, to incorporate open educational resources (OER) to support educative practices and propitiate the student's meaningful learning; these OER are public domain resources used for teaching, learning and researching under some intellectual license that allows their use and re-purposing. The case study was the methodology and also electronic tests, observation sheets and triangulating of results were used. The results indicated that teachers have dissimilar knowledges and technological strengths –with some coincidence– using OER to support educative process, which showed to be useful as referents to integrate a proposal about using, selecting and producing OER with effectiveness which allow better educative practices and propitiate the meaningful learning.