Pretty much in every country is increasingly common to identify public policies promoting in one way or another the use of information technologies for education. With different purposes, policies or budgets digital technologies have landed in the world of education and it is very likely they are here to stay. Today, are much popular the voices of those who defend and promote the importance of technologies in education than those who sustain a critical position regarding the use of these tools in education, because the later are discredited as change resistant or reactionary. However not everything is either black or white and the impact of ICT in education should be grounded on consistent and reliable evidences.

The continuous race for incorporating new technology in the education tends to generate a great hope for change. It is well known that digital infrastructure produce expectations that teachers could teach better and students will learn faster.

The expansion of the Internet as well as other digital technologies has brought a great deal of interest as well as new opportunities to our society, one clear example of that is how open access initiatives have already diversified the alternatives to access and share academic peer-reviewed scholarly information (papers, reports, books, data base, etc.) more readily available to all who might benefit from it across the globe. The interest in open access is highly influenced by other practices which promote more diverse and inclusive mechanisms of production, consumption and socialization of knowledge, such as open source, open science and open education. The open access (OA) literature can be understood as “digital, online, free of charge, and free of most copyright and licensing restrictions”(Suber, 2010[1]).