We would not expect pilots to fly a modern jet without any training, but that is exactly what we are expecting from our teachers and instructors. (BATES, 2016).

This quotation from research author A. W. Tony Bates expresses the challenges that schools, and especially teachers, face today. Transformations that stimulate deeper reflections on innovative methodologies and significant use of technological tools. The reflection on these aspects culminated in the development of this project that aims to validate the work of the Specialist of Educational Technologies in schools in this process of intense changes.

The material used in this project began to be developed in 2014. It was the year that I deepened my studies in defining the profile of the Educational Technology Specialists (TE) in the school and its impact on the didactics of teachers. Authors like António Nóvoa, Philippe Perrenoud, Lilian Bacich, Tony Bates, Steve Case, Mark Prensky, José Valente, Vani Kensky, Donald A. Shön, Francisco Imbernón, Carol Dweck, Pierre Levy among others were used as references to delineate this project.

A diagram has been developed that determines 3 pillars that the Educational Technologies Specialist must present in school institutions in order to develop a work that fosters the construction of an innovative culture. In addition to the references of the educational universe, it was possible to perfect the diagram even more with the cross-referencing of coaching characteristics and performances.

In order for schools to be able to establish adequate planning for the use of technological resources and for the Educational Technology Specialist to be guided, it is essential to use research data. Thus, a Google Form was designed, based on ISTE standards (International Society of Technology and Education), considering the main aspects of the Edu Tech Specialist profile. This form aims to obtain data to map the needs of teachers in general, by segment and individually so that short, medium and long term improvement goals are established.

This present research was divided into 3 sections that correspond exactly to the pillars described in the diagram. In addition to the respondent and institution identification fields, questions were organized in the Linkert format in which the participant should evaluate the Edu Tech Specialist on a scale of 1 to 5, thus reflecting and pondering on the impact of the action on their pedagogical practices.