<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100107</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698189927</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Connecting, swiping, and integrating: mobile apps affordances and innovation adoption in teacher education and practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conectando, arrastando e integrando: affordances de aplicativos móveis e adoção da inovação no contexto de formação e prática do professor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gunter]]></surname>
<given-names><![CDATA[Glenda A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[Junia de Carvalho Fidelis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Central Florida  ]]></institution>
<addr-line><![CDATA[Orlando Florida]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Despite society&#8217;s adoption of mobile devices, we have yet to learn whether teachers perceive these artifacts as an innovation and what their potential is for teacher development and practice. This study aims to answer the following questions: what does mobile application affordances teachers perceive for their professional development and practice? What do these affordances reveal concerning Rogers (2003) innovation attributes, namely: relative advantage, compatibility, complexity, trialability, and observability? The analysis of eleven teachers&#8217; narratives indicates that teachers do perceive the affordances of their devices for professional development. As for instruction, these teachers report that lack of school equipment and the need for a curriculum that includes the use of emergent technologies may indicate a low degree of compatibility, an attribute concerning a social system&#8217;s values. The reported affordances indicate the need for a new value system if the adoption of mobile learning is to take place in formal education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apesar da adoção dos dispositivos móveis na sociedade, ainda temos a aprender sobre a percepção dos professores do potencial desses artefatos como inovação para seu desenvolvimento profissional e prática. Este estudo visa responder estas questões: que propiciamentos dos aplicativos móveis os professores percebem para seu desenvolvimento profissional e prática? O que esses propiciamentos revelam sobre os atributos em Rogers (2003), a saber: vantagem relativa, compatibilidade, complexidade, testabilidade e observabilidade? A análise das narrativas de onze professores indica que estes percebem os propiciamentos de seus dispositivos móveis para seu desenvolvimento profissional. Sobre a instrução, eles relatam que a falta de equipamentos nas escolas e a necessidade de um currículo que inclua o uso de tecnologias emergentes podem indicar um baixo grau de compatibilidade, atributo relacionado a valores do sistema social. Os propiciamentos relatados apontam a necessidade de um novo sistema de valores se quisermos adotar a aprendizagem móvel na educação formal.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Mobile apps]]></kwd>
<kwd lng="en"><![CDATA[Teacher development]]></kwd>
<kwd lng="en"><![CDATA[Teacher instruction]]></kwd>
<kwd lng="en"><![CDATA[Adoption of innovation]]></kwd>
<kwd lng="en"><![CDATA[affordances]]></kwd>
<kwd lng="pt"><![CDATA[Aplicativos móveis]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professor]]></kwd>
<kwd lng="pt"><![CDATA[Prática de sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[Adoção da inovação]]></kwd>
<kwd lng="pt"><![CDATA[Propiciamentos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Fourth International Conference of the Learning Sciences]]></source>
<year>2000</year>
<page-range>299-300</page-range><publisher-loc><![CDATA[Mahwah, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
