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Abstract
The transfer of educational technology at the processes and products level has undergone several degrees of ‘rejection’ in the Latin American area of physics. Regardless of invested amounts, the results achieved do not encourage further efforts. This is mainly due to the low degree of compatibility between the parameters adopted for the creation of products and processes and the corresponding transfer parameters, besides the low level of scientific and technological bases observed in transferred processes and products.
Educational technology and educational technology transfer concepts are herein presented and analysed at three levels: at the level of scientific and technological bases, at process level and at products level. The causes for rejection are examined with reference to the Latin American area of physics and an approach is advanced, considering the scientific and technological bases in the transfer of educational technology. Some benefits derived from that approach are shown, with particular regard to a freer search for local solutions, in conformity with variables such as local economic, social and cultural conditions.
*Read at the Interamerican Seminar on Educational Technology Transfer, Viña del Mar, Chile, 1978.
Notes
*Read at the Interamerican Seminar on Educational Technology Transfer, Viña del Mar, Chile, 1978.