DATA COLLECTION AND TABULATION ON INFRASTRUCTURE AND DIGITAL TRAINING IN SCHOOLS

INTRODUCTION: Digital transformation in basic education depends not only on equipment availability but also on integrating technologies into pedagogical planning and school management. In this context, digital maturity diagnostics can support the identification of institutional capacities. This report describes the student’s participation in a pilot stage of the project “Digital Readiness in Basic Education: a Multidimensional Study on Infrastructure, Training, and Inclusion.” AIMS: To support the collection and tabulation of primary data on school infrastructure and teacher digital training; to participate in the supervised application of the questionnaire; to assist in recording and organizing responses in a digital spreadsheet; to contribute to data verification and the creation of descriptive tables and graphs; and to support the preparation of the pilot stage report. MATERIALS AND METHODS: An exploratory study with a descriptive quantitative approach was conducted at a large private school in Curitiba (PR). This pilot stage utilized a multidimensional digital maturity instrument applied to six participants: three managers and three teachers. The student monitored the access to the questionnaire via the Qualtrics platform, observed the completion process, recorded doubts and difficulties, and collaborated in organizing the responses in electronic spreadsheets. She also supported data segregation by group and dimension, record verification, and the development of descriptive visual representations. All information was handled confidentially following the project’s ethical procedures. RESULTS: Participants fully completed the questionnaire with an average time of 15 minutes. Two situations required clarification: the meaning of the acronym “DPO” and the interpretation of an item regarding digital equity and inclusion. Data organization allowed for the calculation of a global score of 67.8 points (Established level). Among the dimensions, “Data and Security” showed the highest average score (78.3), while “Digital Competencies” showed the lowest (54.2). Differences between manager and teacher perceptions were observed, particularly in the Data and Security dimension. FINAL CONSIDERATIONS: Participation in the pilot stage allowed for supporting data collection and representation while fostering learning about applied research procedures. The results suggest the need to refine certain items before a larger application. As the stage involved only one school, the results are exploratory; however, the activity successfully provided preliminary evidence regarding the instrument’s operational applicability and contributed to the student’s scientific initiation development.

KEYWORDS: Digital maturity; Digital technologies in education; Teachers’ digital competencies; School management; Digital transformation.