DIGITAL CULTURE AND ACADEMIC CYBER-PLAGIARISM

We live in a complex world, global, changing, science and technology, subject to changes that are shaping a new economic landscape, social, cultural and political.

No doubt the great potential of the Internet in today's society, and therefore, in our lives. Information Technology and Communication (ICT) provide us with very significant elements that will influence the configuration of new environments and scenarios for training (Cabero, 2004:19):

• Expanding the supply of information.
• Creating flexible environments for learning.
• Elimination of time-space barriers between teacher and students.
• Increased communication modalities.
• Promotion of scenarios and interactive environments.
• To encourage both independent learning and self-learning as collaborative and group work.
• Breaking the classical training scenarios, limited to schools.
• Providing new opportunities for guidance and approval of students.
• And facilitate lifelong learning.

This context involves new applications and knowledge of ICT.

Positive traits they bring ICT and mentioned at the beginning of this section should not blind us to the time to analyze the cyber-plagiarism (Sureda Comas, 2007). In the words of Sureda Comas and "the emergence of ICT has also facilitated important changes that can not be viewed positively. This is the case of so-called cyber-plagiarism "(2007:1).

We propose in this research the following objectives:
1. Analyze and understand the phenomenon of cyber-plagiarism among students in Secondary Education: Characteristics and factors influencing it.
2. Understand and analyze the causes and impact.
3. Publicize the cyber-plagiarism. In this sense, this project focuses on case studies aimed at young people who make regular use of ICT.
Be used as tools and techniques for gathering information, the following:
- Observation.
- Interviews and informal conversations.
- Collection of pictures (fixed and mobile).
- Notebook and field diary.