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A. Peláez-Repiso, P. Sánchez-Núñez

Universidad de Málaga (SPAIN)
The vertiginous advance in the use of technologies has turned the ecosystem of social networks into a tool, not only for communication between individuals; as a means of communication; marketing and advertising, but also as a means of application to the educational environment and even within the more purely scientific-technological field. Different studies carried out by official organizations highlight the Internet as one of the main sources of scientific information, with a growing trend, highlighting social networks on the Internet. Currently, it is common to find digital profiles of educational institutions and universities in social networks. In turn, many departments and research groups rely on these technologies, without forgetting the teachers themselves who use these spaces as a source of information, a meeting point as well as places to disseminate knowledge. As these uses are increased, the legal implications are exponentially increasing, which require an interpretive effort and, in some cases, the revision of the regulations in question, at the same time, which increases the mistrust towards their use. Part of the teachers, because of the legal implications that may be misused, unintentional, by them. As teachers, we can not do without communication channels where our students are, so it is necessary to know the legal intricacies of them, in order to apply them to our subjects with a double aspect: develop key digital skills for the future of our students and to offer a dimension or superior value to our subjects, opening the classroom and approaching our students favouring accessibility and a better interaction between the teacher and the student. Without forgetting the personal benefit as a professional and teacher that is a space such as the Internet where we can give visibility to our work and promote professional relationships, as well as learn from others and generate synergies. Therefore, the objective of this research is to conduct a legal study, within the European and international legal framework, of the use of social networks in education, which allows teachers to use them in an optimal and rigorous manner.