Despite the advances in the evaluation of the quality of Software-as-a-Service (SaaS), new studies seem to be necessary, since the existing criticisms concerning the SERVQUAL scale and the lack of studies concerning the use of SERVPERF for this purpose. This work aims to fulfil this gap by proposing a methodological approach to assess the SaaS service quality by measuring SaaS customers' satisfaction. Factor analysis is used to summarize the information contained in the original items into a smaller set of new dimensions and Quartile analysis is suggested to determine the most critical items. By conducting a study, the factors that most influence customer's satisfaction are customer service, customer assistance and the reliability of SaaS. Most of the critical items are associated with the transparency and accuracy in correcting errors, the company's interest in solving customer problems, SaaS application's ability to meet business requirements, implemented updates and regularity of service performance.

In the context of the COVID-19 pandemic, relationships that were previously face-to-face were replaced by virtual ones. One of these relationships is that of teaching and learning, which, given the context of social isolation resulting from the need to contain the spread of this virus, needed to be rethought. The adoption of Emergency Remote Teaching comes up against issues related to social differences and the exclusions resulting from them, including digital exclusion, forcing society to review its values. Through a look at the current legislation on Brazilian education, related to national and international recommendations, in the face of public policies and actions coordinated by state education departments, this work presents an analysis of the context through a bibliographic review, raising points relevant to the implementation of Emergency Remote Teaching in Public Basic Education in Brazil and presenting information through a Digital Repository created to collaborate as a virtual source that centralizes some of the reflections on education in times of pandemic.

This research aimed to assess students' perceptions regarding a multimedia learning laboratory, after experiencing biology classes that used a different teaching approach. The survey involved 159 students between 15 and 17 years old. The methodology combined quantitative and qualitative approaches and obtained results by using a questionnaire and by conducting interviews, respectively. Results indicate that students have good perceptions about the laboratory. They consider it as relevant, authentic, challenging, and useful, with fun and easy-to-use resources. They also point out that it provides opportunities for reflection about their own learning.

This article addresses digital culture and its relationship with education. The objective is to discuss the role of the school in contemporary times from the challenges and possibilities for digital inclusion in the classroom. It is a bibliographical study based on concepts involving Anthropology and Sociology, relating them to studies on education and technology. Topics are discussed about teacher exhaustion in the face of the intensification of the use of digital technologies in the classroom with the COVID-19 pandemic, the need for critical training of students in digital culture and the challenges of the school in fulfilling its social function. through technological transformations and the feeling of constant connection at any time and place. As a result, the importance of appropriating digital culture at school and the need for educational institutions to act as protagonists in a critical formation of the technological age are pointed out, both in the sense of exploring its potentialities and identifying and refuting its harms. Finally, the importance of researchers, management teams and public policy makers to face the digital culture in educational institutions as an opportunity for dialogue between this and the everyday school life.