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Advisor(s)
Abstract(s)
Vivemos num tempo de aceleradas mudanƧas que sĆ£o maioritariamente suportadas pela tecnologia que vai ultrapassando o limite da ferramenta que se usa, para naturalmente se envolver no ambiente novo em que se vive. A incorporaĆ§Ć£o crescente da Artificial Intelligence, da augmented reality e dos sensores, entre muitos outros dispositivos que medeiam a nossa forma de entretenimento, trabalho, comunicaĆ§Ć£o e aprendizagem obrigam a integrar novas dimensƵes e atributos da gestĆ£o dos impactos que daqui advĆŖm, nas mĆŗltiplas dimensƵes da vida.
Este trabalho de investigaĆ§Ć£o, propƵe uma reflexĆ£o que revisita elementos teĆ³ricos sobre as mudanƧas irreversĆveis impostas pelo progresso das prĆ”ticas mediadas por tecnologia. Procura compreender este fenĆ³meno no campo da educaĆ§Ć£o, tendo seguido uma abordagem multidisciplinar, organizada com contributos de diversas Ć”reas cientĆficas e tĆ©cnicas: Psicologia, Sociologia, GestĆ£o Organizacional, Sistemas de InformaĆ§Ć£o, EducaĆ§Ć£o e InformĆ”tica, que juntas, promoveram o cruzamento complementar de diferentes perspetivas. Tem o seu foco na dimensĆ£o da integraĆ§Ć£o da tecnologia na educaĆ§Ć£o, a sua relaĆ§Ć£o com uma morfologia escolar que se inscreve em territĆ³rios institucionais, vincados a desdobramentos tĆ©cnico-pedagĆ³gicos inovadores, mediados por tecnologia. A sociedade em transformaĆ§Ć£o conduz as mudanƧas e sua restruturaĆ§Ć£o nas prĆ”ticas profissionais e diĆ”rias de cada indivĆduo. A eleiĆ§Ć£o dos docentes, pelo nosso objeto de estudo, foi conduzida pelo desafio de descobrir novos significados de uma morfologia de escola inovadora, mediada pela transformaĆ§Ć£o digital do ensino e aprendizagem. O nosso problema espelha-se no estudo da multiplicidade e heterogeneidade de indicadores e dimensƵes que mensuram a maturidade das caracterĆsticas de ambiente tecnolĆ³gico e organizacionais, na prĆ”tica docente mediada com tecnologia. Seguimos um design metodolĆ³gico exploratĆ³rio, com a interdisciplinaridade de mĆŗltiplas fontes de evidĆŖncia, recorrendo a metodologia qualitativa e quantitativa, como a scooping review, a tĆ©cnica Delphi, de forma sistemĆ”tica e progressiva, justificadas pelo desenvolvimento de uma ferramenta de gestĆ£o que avalia a maturidade da integraĆ§Ć£o da tecnologia na escola, com pressupostos teĆ³ricos socio-construtivistas e modelos internacionais. Designamos esta ferramenta de gestĆ£o como School Maturity of Integration Technology, que integra dimensƵes e atributos da morfologia identificada. Possui cinco estĆ”dios de maturidade, propƵe mensurar as CaracterĆsticas Organizacionais e as CaracterĆsticas de Ambiente TecnolĆ³gico. Procurou explorar e analisar a compreensĆ£o de prĆ”ticas tĆ©cnico-pedagĆ³gicas, mediadas por tecnologia, caracterizando a maturidade de obstĆ”culos e barreiras na adoĆ§Ć£o, como elementos que determinam a influĆŖncia ou nĆ£o, Ć integraĆ§Ć£o de mais tecnologia na Escola.
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.
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.