Survey Objectives

Conducted since 2010, the survey aims to investigate access, use, and appropriation of information and communication technologies (ICT) in Brazilian public and private primary and secondary schools, focusing on the use of these digital resources in management, teaching, and learning activities.

Survey Areas

The indicators for each audience investigated by the survey include specific information on access, use, and appropriation of technologies in the educational field, such as:

Schools and school managers:

• Availability and use of connectivity infrastructure;
• Use of systems, platforms, and applications in school management activities;
• Adoption of technologies for data analysis and decision-making;
• Privacy and protection of personal data;
• Promotion of initiatives in digital, media, and digital citizenship education;
• Continuous professional development for school managers;
• Inclusive education, accessibility, and availability of assistive technology resources.

Students:

• Sociodemographic profile;
• Profile of access to and use of digital technologies;
• Profile of access to and use of digital technologies at school;
• Skills for using technologies;
• Learning activities with the use of digital resources carried out at school and at other locations;
• Digital resources used in learning activities;
• Sources of information on the use of digital technologies;
• Mediation and digital, media, and digital citizenship education.

Teachers:

• Sociodemographic and professional profile;
• Profile of access to and use of digital technologies;
• Profile of access to and use of digital technologies in teaching and learning activities;
• Use of systems, platforms, and applications in teaching and learning activities;
• Digital skills for engagement, collaboration, and professional development activities;
• Digital skills for adopting digital technologies in teaching and learning activities;
• Development of students’ digital skills for collaboration, problem solving, and digital content creation;
• Development of students’ digital skills in digital, media, and digital citizenship education;
• Access to and participation in continuing professional development opportunities on digital technologies and education;
• Inclusive education, accessibility, and use of assistive technology resources.

Directors of studies:

• Sociodemographic profile;
• Access to and participation in continuing professional development opportunities on digital technologies and education;
• Access to and use of educational resources in schools;
• School-promoted initiatives to develop students’ digital skills in digital, media, and digital citizenship education;
• School-promoted initiatives to develop students’ digital skills in digital content creation and computational thinking.

Institutional Support

The survey receives institutional support from the Basic Education Secretariat of the Brazilian Ministry of Education (MEC); the National Institute for Educational Studies and Research “Anísio Teixeira” (Inep); the United Nations Educational, Scientific and Cultural Organization (Unesco); the National Council of Secretaries of Education (Consed); the National Union of Municipal Education Leaders (Undime); and experts linked to nongovernmental organizations and important academic centers.

International References

The survey was initially designed based on the methodological framework proposed in the InfoDev reports of the World Bank, and on the 2006 Sites (Second Information Technology in Education Study) of the International Association for the Evaluation of Educational Achievement (IEA). The survey is currently aligned with the manuals produced by the Unesco Institute for Statistics (UIS) and with frameworks for the development of digital skills, such as DigCompEdu, made possible by the European Commission.

Methodology

The survey is national in scope and covers public schools (municipal and state) and private schools (since 2011), located in urban and rural areas (since 2017). The sample selection is based on the registry compiled annually by the Basic Education School Census, conducted by Inep.

In even-numbered years, the survey is carried out in person at schools, using computer-assisted personal interviewing (CAPI), and interviews are held with primary school students (from 4th year and up) and secondary school students, teachers, directors of studies, and school managers. In odd-numbered years, the survey is conducted by telephone, using computer-assisted telephone interviewing (CATI), and only school managers are interviewed.