Description
We live in a time of accelerated changes that are mostly supported by technology and that go beyond the limit of the tool that is used, involved, naturally, in the new environment in which one lives. The increasing incorporation of artificial intelligence (AI), augmented reality and sensors, among many other devices that mediate our form of entertainment, work, communication and learning oblige to integrate new dimensions and management attributes of the impacts that derive from this, in the multiple dimensions of life. This research work proposes a reflection that revisits theoretical elements about the irreversible changes imposed by the progress of technology-mediated practices. It seeks to understand this phenomenon in the field of education, having followed a multidisciplinary approach, organized with contributions from several scientific and technical areas: Psychology, Sociology, Organizational Management, Information Systems, Education and Informatics, which together, promoted the complementary intersection of different perspectives. This research, which focuses on the extent of the integration of technology into education, its relationship with a school morphology that is enrolled in institutional territories, marked by innovative technical-pedagogical developments mediated by Technology, was developed with an exploratory study, aiming to deepen the understanding of the phenomenon. The changing society conducts changes and its restructuring in the professional and daily practices of each individual. The election of the faculty, by our object of study, was conducted by the challenge of discovering new meanings of an innovative school morphology, mediated by the digital transformation of teaching and learning. Our problem is reflected in the study of the multiplicity and heterogeneity of indicators and dimensions that measure the maturity of the characteristics of technological and organizational environment, in the teaching practice mediated by technology. We follow an exploratory methodological design, with the interdisciplinarity of multiple sources of evidence, with various qualitative and quantitative methodologies, using scooping review and the Delphi technique, in a systematic and progressive way, justified by the development of a management tool that evaluates the maturity of the integration of technology in the school, with socio-constructivist theoretical assumptions and international models. The School Maturity of Integration Technology, a model with five stages of maturity, proposes to measure the organizational characteristics and technological environment characteristics. The research developed with SMIT sought to reflect and explore the analysis of the understanding of technical-pedagogical practices, mediated by technology, characterizing the maturity of obstacles and barriers in adoption as elements that determine the influence, or not, in integrating more technology into the school.| Period | 7 Jun 2019 |
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| Held at | Universidade Católica Portuguesa |
| Degree of Recognition | PhD |