O objetivo do artigo foi descrever a utilização e importância de elementos da transformação digital (IoT, Big Data e Inteligência Artificial) como apoio aos processos das capacidades dinâmicas em organizações de uma capital brasileira. A pesquisa caracteriza-se como exploratória e descritiva, com abordagem quantitativa. Foram selecionados 53 questionários de gestores de negócio e TI. Foi identificado que na percepção de gestores de negócio e de TI os elementos da transformação digital, mesmo com a utilização relativamente baixa, principalmente da IoT e IA, com melhor destaque para Big Data, são avaliadas com importância, seja nos dias atuais, bem como na perspectiva até 2025, nos processos que envolvem as capacidades dinâmicas de analisar o ambiente (Sensing), aproveitar as oportunidades (Seizing) e gerir as ameaças e transformações (Managing Threats/Transforming). Com maior destaque do Big Data nos processos da capacidade dinâmica de aproveitar as oportunidades.

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The objective of the article was to identify as relations between IoT, Big Data and Artificial Intelligence with the microfoundations of the dynamic capabilities. It was characterized as an exploratory, descriptive and inferential research, with a quantitative approach. In non-parametric tests (Chi-square / Spearman correlation), in Portuguese companies, totaling 137 respondents with valid questionnaires (only business and IT managers) were applied. It has been shown that as 3 technologies, IoT, Big Data and IA, in different proportions of performance, are large in the 3 microfoundations of our dynamic capabilities. The highlight was for the performance presented by Big Data in the Seising microfoundation. The highest correlations were observed for the Seising microfoundation, with emphasis on the strong correlation between IoT and Big Data and moderate correlations between Big Data and AI.

Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students.

The adoption of technology may be a necessary condition, but it is not sufficient for the digital transformation, seen as the mobilizing challenge to do something new and different. Without a strategic vision, we take the risk of acquiring resources to do the same as before, essentially changing the format. This inability imprisons the school to inconsequential models, resources and strategies. Interdisciplinary, social and project-based learning that augmented and virtual reality, internet of things, robots, and artificial intelligence and digital assistants can bring to teaching, where are they? But also mobile, games, simulators and multimedia can influence the routine by inspiring collaborative creativity. On the other hand, the pandemic, in terms of the adoption of technology, constitutes a kind of insurrection against the fatalism that it is not possible to restart the system, that is, rethink the school. This study aims to investigate the degree of acceptance and use of technology by teachers in middle school and high school education and their approaches in the classroom. As a methodological support to this study, the model “Unified Theory of Acceptance and Use of Technology” (UTAUT)) was used and a questionnaire applied to teachers at our school, ob-taining 90 responses. The investigation revealed that the performance expectancy and the ICT compatibility have a greater significant positive influence on the motivation and involvement of teachers. The study also clarifies that teachers intend to use ICT and that they see in them a different di-dactic tool that allows different approaches, thus increasing the quality of teaching and learning.