| Summary: | COVID-19 certainly brought many more negative aspects than positives ones to education. Gaps that did not exist before were now discovered and impact education. The truth is that the pandemic accelerated a process between technology and education that was already underway (Rosa & Zaboroski, 2020). This is an opportunity to prevent this sort of situation and evolve according to what was learned in the process. As negatively as COVID-19 affected education in terms of teaching, it also created an opportunity for education to evolve and enhance the use of technology and other digital instruments in class. It is in opportunities such as this that studies and investigations like the one on this dissertation are born. The use of digital tools to collect and validate data, as well as create patterns between the data collected is essential for studies such as this to go as expected. Assuming, as an example, that, while at distance, a student tends to be less focused and tries to cheat during an evaluation task, this situation will create a greater difficulty in the teacher’s job, because, based on teachers’ opinions, students justify their lack of interest or even presence in classes with lack of internet or other excuses that are hard to prove wrong, such as cheating. This may also indicate that, once there was a passage from face-to-face classrooms to distant learning, that the used evaluation tool was not suited for the purpose of evaluation. These are opinions that can and must be correlated with others to extract patterns of knowledge from the data collected and to be able to obtain conclusions about how to evolve education. Hence the importance of this dissertation, that is, to analyze these variables that only appeared during the COVID19 pandemic and have, for sure, come to stay.
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