{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,22]],"date-time":"2026-04-22T15:50:02Z","timestamp":1776873002521,"version":"3.51.2"},"reference-count":37,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,1,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>In the last year, and largely due to the pandemic situation of COVID-19, teachers experimented with technology in an innovative way not only to keep students engaged, but also to make learning more active and more significant. The Microsoft 365 was one of the solutions that provided schools, teachers and students with all the necessary resources to continue teaching and learning in a remote mode. In this work, we present a study that aims to know the opinions of several teachers about the use they made of Microsoft 365 during distance education and to know the degree of satisfaction obtained with its use. The adopted method has a descriptive and exploratory nature, focusing on a quantitative paradigm. The study participants were 101 teachers of basic1 and secondary education2 from schools in Northern Portugal. A questionnaire survey was used as a data collection instrument, which was mainly disseminated by email from Outlook. Data analysis was performed using Excel (Office 2016). The results suggest that Microsoft 365 was the appropriate response to the constraints imposed by the pandemic, and that most respondents revealed a high level of satisfaction with its use, despite not having much training in the use of teaching platforms.<\/jats:p>","DOI":"10.1515\/edu-2022-0015","type":"journal-article","created":{"date-parts":[[2022,7,1]],"date-time":"2022-07-01T20:23:57Z","timestamp":1656707037000},"page":"241-251","source":"Crossref","is-referenced-by-count":5,"title":["Microsoft 365 as a Tool for Teaching During the Covid-19 Pandemic: Perceptions of Portuguese Teachers of Basic and Secondary Education"],"prefix":"10.1515","volume":"4","author":[{"given":"Joaquim","family":"Escola","sequence":"first","affiliation":[{"name":"Universidade de Tr\u00e1s-os-Montes e Alto Douro , Portugal"},{"name":"IF - Portuguese Research Centre of Philosophy of University of Porto , Portugal"}]},{"given":"Nat\u00e1lia","family":"Lopes","sequence":"additional","affiliation":[{"name":"Universidade de Tr\u00e1s-os-Montes e Alto Douro , Portugal"}]},{"given":"Paula","family":"Catarino","sequence":"additional","affiliation":[{"name":"Universidade de Tr\u00e1s-os-Montes e Alto Douro, Portugal ; Lab_DCT- polo of CIDTFF-Research Centre on Didactics and Technology in the Education of Trainers of University of Aveiro , Portugal"}]},{"given":"Ana Paula","family":"Aires","sequence":"additional","affiliation":[{"name":"Universidade de Tr\u00e1s-os-Montes e Alto Douro , Portugal"},{"name":"Lab_DCT- polo of CIDTFF-Research Centre on Didactics and Technology in the Education of Trainers of University of Aveiro , Portugal"}]}],"member":"374","published-online":{"date-parts":[[2022,7,1]]},"reference":[{"key":"2022103118212927724_j_edu-2022-0015_ref_001","doi-asserted-by":"crossref","unstructured":"Aires, A. P., Escola, J., & Lopes, N. (2021). Microsoft 365: a teaching and learning resource during the pandemic. In L. G\u00f3mez Chova, A. L\u00f3pez Mart\u00ednez, I. Candel Torres (Eds), INTED2021 Proceedings, 15th International Technology, Education and Development Conference (pp. 3647-3652). 8th-9th of March. IATED. https:\/\/doi.org\/10.21125\/inted.2021.0755","DOI":"10.21125\/inted.2021.0755"},{"key":"2022103118212927724_j_edu-2022-0015_ref_002","unstructured":"Almeida, L., & Freire, T. (2017). Metodologia da Investiga\u00e7\u00e3o em Psicologia e Educa\u00e7\u00e3o [Research Methodology in Psychology and Education]. 5th edition, 159pp, Psiquil\u00edbrios, ISBN: 978-972-97388-5-2."},{"key":"2022103118212927724_j_edu-2022-0015_ref_003","unstructured":"Borba, M. C., Silva, R. S., & Gadanidis, G. (2016). Fases das tecnologias digitais em Educa\u00e7\u00e3o Matem\u00e1tica: sala de aula e internet em movimento [Phases of digital technologies in Mathematics Education: classroom and internet on the move]. 2nd edition, 152pp, Aut\u00eantica Editora, ISBN: 978-855-13067-2-7."},{"key":"2022103118212927724_j_edu-2022-0015_ref_004","unstructured":"Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona Virus pandemic. Asian Journal of Distance Education, 15 (1), i-vi. https:\/\/doi.org.\/10.5281\/zenodo.3778083"},{"key":"2022103118212927724_j_edu-2022-0015_ref_005","doi-asserted-by":"crossref","unstructured":"Cabero-Almenara, J. (2020). Aprendiendo del tiempo de la COVID-19. [Learning from the time of COVID-19.] Revista Eletr\u00f3nica Educare, 24, Suplemento Especial, 1-3. http:\/\/dx.doi.org\/10.15359\/ree.24-s.2","DOI":"10.15359\/ree.24-S.2"},{"key":"2022103118212927724_j_edu-2022-0015_ref_006","doi-asserted-by":"crossref","unstructured":"Cabero-Almenara, J., & Valencia-Ortiz, R. (2021). Y el COVID-19 transform\u00f3 al sistema educativo: Reflexiones y experiencias por aprender. [And COVID-19 transformed the educational system: Reflections and experiences to learn.] Internacional Journal of Educational Research and Innovation, 15, 217-227. https:\/\/doi.org\/10.46661\/ijeri.5246","DOI":"10.46661\/ijeri.5246"},{"key":"2022103118212927724_j_edu-2022-0015_ref_007","unstructured":"Charnet, C. (2009). La plateforme d\u2019apprentissage: un artefact de mediation? [The learning platform: an artefact of mediation?] Universit\u00e9 de Montpellier. Retrieved from http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download;jsessionid=7F4ABD745B5A617767F40BDCD5155198?doi=10.1.1.174.1885&rep=rep1&type=pdf"},{"key":"2022103118212927724_j_edu-2022-0015_ref_008","unstructured":"De Ketele, J. M., & Roegiers, X. (1999). Metodologia de recolha de dados. [Data collection methodology]. 258pp, Instituto Piaget, ISBN: 978-972-77107-4-4."},{"key":"2022103118212927724_j_edu-2022-0015_ref_009","doi-asserted-by":"crossref","unstructured":"Escola, J. (2020a). Comunica\u00e7\u00e3o Educativa: perspetivas e desafios com a COVID 19. [Educational Communication: perspectives and challenges with COVID 19] Educa\u00e7\u00e3o & Realidade, 45 (4), e109345, 1-22. https:\/\/doi.org\/10.1590\/2175-6236109345","DOI":"10.1590\/2175-6236109345"},{"key":"2022103118212927724_j_edu-2022-0015_ref_010","unstructured":"Escola, J. (2020b). Ensinar e Aprender: Desafios no Per\u00edodo de COVID em Portugal. [Teaching and Learning: Challenges in the COVID Period in Portugal] Revista de Educa\u00e7\u00e3o Ci\u00eancias e Matem\u00e1tica, 10 (3), 87-103. Retrieved from: http:\/\/publicacoes.unigranrio.edu.br\/index.php\/recm\/article\/view\/6592\/3318"},{"key":"2022103118212927724_j_edu-2022-0015_ref_011","unstructured":"Escola, J. (2015). Habitar na Tecnopolis: Espa\u00e7o p\u00fablico, Democracia e Direitos Humanos numa Civiliza\u00e7\u00e3o Tecnol\u00f3gica. [Living in Tecnopolis: Public space, Democracy and Human Rights in a Technological Civilization] Utopia y Praxis Latinoamericana: Revista Internacional de Filosofia iberoamericana y teoria social, 20 (70), 59-70. Retrieved from: https:\/\/produccioncientificaluz.org\/index.php\/utopia\/article\/view\/20344\/20257"},{"key":"#cr-split#-2022103118212927724_j_edu-2022-0015_ref_012.1","unstructured":"FENPROF-Federa\u00e7\u00e3o Nacional dos Professores. O ensino a dist\u00e2ncia (E@D) (2020). As perce\u00e7\u00f5es e a"},{"key":"#cr-split#-2022103118212927724_j_edu-2022-0015_ref_012.2","unstructured":"(s) palavra(s)dos professores. [Distance learning (E@D) (2020). Teachers' perceptions and word(s)] Retrieved from: https:\/\/www.fenprof.pt\/Download\/FENPROF\/SM_Doc\/Mid_115\/Doc_12667\/Anexos\/ED_-_a_percecao_dos_professores.pdf"},{"key":"2022103118212927724_j_edu-2022-0015_ref_013","doi-asserted-by":"crossref","unstructured":"Fiori, R., & Goi, M. E. (2020). O Ensino de Qu\u00edmica na plataforma digital em tempos de Coronav\u00edrus. [Chemistry teaching on the digital platform in times of Coronavirus.] Revista Thema, 18 218-242. http:\/\/dx.doi.org\/10.15536\/thema.v18.especial.2020.218-242.1807","DOI":"10.15536\/thema.V18.Especial.2020.218-242.1807"},{"key":"2022103118212927724_j_edu-2022-0015_ref_014","unstructured":"Gil, A. C. (2008). M\u00e9todos e t\u00e9cnicas de pesquisa social [Social research methods and techniques]. 6th edition, 220pp., Editora Atlas, ISBN: 85\u00b7224-3169-8."},{"key":"2022103118212927724_j_edu-2022-0015_ref_015","doi-asserted-by":"crossref","unstructured":"Kenski, V. M. (2012). Educa\u00e7\u00e3o e Tecnologia: o novo ritmo das informa\u00e7\u00f5es. [Education and Technology: the new rhythm of information]. Pr\u00e1xis Educativa, Ponta Grossa, 7(1), 285-290. http:\/\/dx.doi.org\/10.5212\/PraxEduc.v.7i1.00014","DOI":"10.5212\/PraxEduc.v.7i1.00014"},{"key":"2022103118212927724_j_edu-2022-0015_ref_016","doi-asserted-by":"crossref","unstructured":"La Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608 https:\/\/doi.org\/10.1080\/02607476.2020.1803051","DOI":"10.1080\/02607476.2020.1803051"},{"key":"2022103118212927724_j_edu-2022-0015_ref_017","unstructured":"Lopes, N., Escola, J, & Raposo-Rivas (2014). Estado da arte do uso do QIM em Portugal: aproxima\u00e7\u00e3o a um campo de estudo emergente. [State of the art in the use of QIM in Portugal: approach to an emerging field of study]. In J. Escola, M. Raposo-Ribas, A. P. Aires, & M. E. Mart\u00ednez-Figueira (Coords.) Rumo \u00e0 inclus\u00e3o educacional das TIC na sala de aula (pp. 357-382). Andavira Editora."},{"key":"2022103118212927724_j_edu-2022-0015_ref_018","doi-asserted-by":"crossref","unstructured":"Lopes, N., & Gomes, A. (2020). O \u2019Boom\u2019 das plataformas digitais nas pr\u00e1ticas de ensino: Uma experi\u00eancia do E@D no ensino superior. [The \u201cBoom\u201d of digital platforms in teaching practices: An E@D experience in higher education]. Revista Practicum, 5(1), 106-120.","DOI":"10.24310\/RevPracticumrep.v5i1.9833"},{"key":"2022103118212927724_j_edu-2022-0015_ref_019","unstructured":"Mar\u00f4co, J. (2020). Experi\u00eancias de ensino a dist\u00e2ncia em tempos de pandemia. [Distance learning experiences in times of pandemic ] Retrieved from: https:\/\/somossolucao.pt\/2020\/08\/31\/o-quenos-dizem-os-dados\/?fbclid=IwAR0tZWKtVPjMkmWrDQmPVTpBvDzF6Oemk7OBT3W4-HoQDNchW8bwPiLxn8w."},{"key":"2022103118212927724_j_edu-2022-0015_ref_020","doi-asserted-by":"crossref","unstructured":"Moreira, J. A., & Schlemmer, E. (2020). Por um novo conceito e paradigma de educa\u00e7\u00e3o digital onlife. [For a new concept and paradigm of online digital education]. Revista UFG, V.20, 63438. Retrieved from: https:\/\/www.revistas.ufg.br\/revistaufg\/article\/view\/63438\/36079","DOI":"10.5216\/revufg.v20.63438"},{"key":"2022103118212927724_j_edu-2022-0015_ref_021","unstructured":"Motta, M. S., & Kalinke, M. A. (2019). Uma proposta metodol\u00f3gica para a produ\u00e7\u00e3o de objetos de aprendizagem na perspectiva da dimens\u00e3o educacional. [A methodological proposal for the production of learning objects from the perspective of the educational dimension] In M. A. Kalinke, & M. S. Motta. (Orgs.). Objetos de aprendizagem: pesquisas e possibilidades na Educa\u00e7\u00e3o Matem\u00e1tica (pp. 203-218). Life Editora."},{"key":"2022103118212927724_j_edu-2022-0015_ref_022","doi-asserted-by":"crossref","unstructured":"OECD (2019). Education at a Glance 2019: OECD Indicators, OECD Publishing. https:\/\/doi.org\/10.1787\/f8d7880d-en.","DOI":"10.1787\/f8d7880d-en"},{"key":"2022103118212927724_j_edu-2022-0015_ref_023","unstructured":"Oliveira, N. R. (2013). A web 2.0 na forma\u00e7\u00e3o docente. In: Livro de atas Trabalho Docente e Forma\u00e7\u00e3o: Pol\u00edticas, pr\u00e1ticas e investiga\u00e7\u00e3o: pontes para a mudan\u00e7a [Web 2.0 in teacher training. In: Minute book Faculty Work and Training: Policies, practices and research: bridges to change] (p. 1291-1303). Porto, Faculdade de Psicologia e de Ci\u00eancias da Educa\u00e7\u00e3o da Universidade do Porto (CIIE\/FPCEUP), 1 a 3 de novembro de 2013. Retrieved from: https:\/\/www.researchgate.net\/"},{"key":"2022103118212927724_j_edu-2022-0015_ref_024","unstructured":"Prat, M. (2012). R\u00e9ussir votre projet e-learning: p\u00e9dagogie, m\u00e9thodes et outils de conception, d\u00e9ploiement, \u00e9valuation. [Make your e-learning project a success: pedagogy, design, deployment, evaluation methods and tools], 314pp, Herblain: ENI \u00e9d."},{"key":"2022103118212927724_j_edu-2022-0015_ref_025","unstructured":"Rodrigues, A. (2020). Ensino Remoto na Educa\u00e7\u00e3o Superior: desafios e conquistas em tempos de pandemia. [Remote Teaching in Higher Education: challenges and achievements in times of pandemic] SBC Horizontes. Retrieved from: http:\/\/horizontes.sbc.org.br\/index.php\/2020\/06\/ensino-remoto-naeducacao-superior\/"},{"key":"2022103118212927724_j_edu-2022-0015_ref_026","unstructured":"Raposo-Rivas, M., & Escola, J. (2016a). Virtual Communities of and for learning. Journal For Educators, Teachers and Trainers-JETT, 7(2), 7-10. Retrieved from: https:\/\/jett.labosfor.com\/index.php\/jett\/article\/view\/198\/100"},{"key":"2022103118212927724_j_edu-2022-0015_ref_027","unstructured":"Raposo-Rivas, M., & Escola, J. (2016b). Virtual Communities of and for learning. Journal For Educators, Teachers and Trainers-JETT, 7(2), 11-24. Retrieved from: https:\/\/jett.labosfor.com\/index.php\/jett\/article\/view\/198\/100"},{"key":"2022103118212927724_j_edu-2022-0015_ref_028","doi-asserted-by":"crossref","unstructured":"Ribeirinha, T., & Silva, B. (2020). Cinco li\u00e7\u00f5es para a educa\u00e7\u00e3o escolar depois da COVID. [Five lessons for school education after COVID] Interfaces Cient\u00edficas, Aracaj, 10(1), 194-210. https:\/\/doi.org\/10.17564\/2316-3828.2020v10n1p194-210","DOI":"10.17564\/2316-3828.2020v10n1p194-210"},{"key":"2022103118212927724_j_edu-2022-0015_ref_029","unstructured":"Stake, R. (2016). A arte da investiga\u00e7\u00e3o com estudos de caso [The art of investigation with case study]. 4th edition, 187pp, Funda\u00e7\u00e3o Calouste Gulbenkian, ISBN: 978-972-31118-7-3."},{"key":"2022103118212927724_j_edu-2022-0015_ref_030","unstructured":"Trivi\u00f1os, A. N. S. (1987). Introdu\u00e7\u00e3o \u00e0 pesquisa em ci\u00eancias sociais: a pesquisa qualitativa em educa\u00e7\u00e3o [Introduction to social science research: qualitative research in education]. 175pp, Editora Atlas, ISBN: ISBN 85-224-0273-6."},{"key":"2022103118212927724_j_edu-2022-0015_ref_031","unstructured":"Unesco (2020a). COVID-19 educational disruptions and response. Retrieved from: https:\/\/en.unesco.org\/themes\/education-emergencies\/coronavirus-school-closures."},{"key":"2022103118212927724_j_edu-2022-0015_ref_032","unstructured":"Unesco (2020b). Adverse consequences of school closures. Retrieved from: https:\/\/en.unesco.org\/covid19\/educationresponse\/consequences."},{"key":"2022103118212927724_j_edu-2022-0015_ref_033","unstructured":"Unesco (2020c). Nacional learning platforms and tools. Retrieved from: https:\/\/en.unesco.org\/covid19\/educationresponse\/nationalresponses#WESTERN%20EUROPE%20&%20NORTH%20AMERICA."},{"key":"2022103118212927724_j_edu-2022-0015_ref_034","unstructured":"Unesco (2020d). Starting digital divides in distance learning emerge. Retrieved from: https:\/\/en.unesco.org\/news\/startling-digital-divides-distance-learning-emerge."},{"key":"2022103118212927724_j_edu-2022-0015_ref_035","unstructured":"Unicef (2020). UNICEF and Microsoft lauch global learning platform to help address COVID-19 education crisis. Retrieved from: https:\/\/www.unicef.org\/press-releases\/unicef-and-Microsoft-launch-globallearning-platform-help-address-covid-19-education."},{"key":"2022103118212927724_j_edu-2022-0015_ref_036","doi-asserted-by":"crossref","unstructured":"Wang, Sh., Hsu, H., Campbell, T., Coster D., & Longhurst, M. (2014). An investigation of middle school science teachers and students\u2019 use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Education Tech Research Dev, 62, 637-662. https:\/\/doi.org\/10.1007\/s11423-014-9355-4","DOI":"10.1007\/s11423-014-9355-4"}],"container-title":["Open Education Studies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/edu-2022-0015\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/edu-2022-0015\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,10,31]],"date-time":"2022-10-31T18:34:15Z","timestamp":1667241255000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/edu-2022-0015\/html"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,1,1]]},"references-count":37,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2022,7,5]]},"published-print":{"date-parts":[[2022,1,1]]}},"alternative-id":["10.1515\/edu-2022-0015"],"URL":"https:\/\/doi.org\/10.1515\/edu-2022-0015","relation":{},"ISSN":["2544-7831"],"issn-type":[{"value":"2544-7831","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,1,1]]}}}