Future Classroom Maturity Model Analysis
Concerning the statistical ideas, the students verified that "the data collected are represented in (...) line graphs" (Ra) and that the line graph does not represent the absolute or relative frequencies, as other graphs (pictograph, pie or bar graphs), but represents the data itself relating it to the time variable: "this type of graph is used to represent how the variable evolves, being the variable in study a continuous quantitative one, that varies according to the time, in this case, the number of heart beats per minute" (Rb). In the classroom, the students recognized that they had no need to categorize the data nor to organize it. They recognized also that they didn't work with a sample, in the sense of a subset representative of a population,
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Future Classroom Maturity Model
In the learning scenarios implemented, we verify some evolution in the maturity levels, in the following dimensions:
• learners' role - from 2 to 3. The students enhanced their digital competence by using technologies they did not know before (information confirmed by questionnaires), in the investigation of environmental issues, showing self-understanding and confidence in their progress and learning that was rebalanced between whole class and group activities;
• teacher's role - from 3 to 4. The activities were developed autonomously by the students in places outside the classroom, and designed with a clear focus on learning and on learner engagement and empowerment;
• school capacity to support innovation in the classroom - from 3 to 4. There was an investment in the acquisition of new technologies such as sensors, which was accompanied by technical training, as well as encouragement in collaboration among teachers in the design of learning activities using multiple resources (this collaboration led to the emergence of a COP in ESELx); and
• tools and resources - from 3 to 4, in the case of ICTMNS. New uses or new technologies were successfully adopted in all lessons (even the ones not reported in the present article), both inside and outside the classroom, to support
Future Classroom Maturity Model
In the learning scenarios implemented, we verify some evolution in the maturity levels, in the following dimensions:
• learners' role - from 2 to 3. The students enhanced their digital competence by using technologies they did not know before (information confirmed by questionnaires), in the investigation of environmental issues, showing self-understanding and confidence in their progress and learning that was rebalanced between whole class and group activities;
• teacher's role - from 3 to 4. The activities were developed autonomously by the students in places outside the classroom, and designed with a clear focus on learning and on learner engagement and empowerment;
• school capacity to support innovation in the classroom - from 3 to 4. There was an investment in the acquisition of new technologies such as sensors, which was accompanied by technical training, as well as encouragement in collaboration among teachers in the design of learning activities using multiple resources (this collaboration led to the emergence of a COP in ESELx); and
• tools and resources - from 3 to 4, in the case of ICTMNS. New uses or new technologies were successfully adopted in all lessons (even the ones not reported in the present article), both inside and outside the classroom, to support