<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012019000100210</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v41i1.42661</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Bring your own device (BYOD): entendendo uma nova prática no ambiente acadêmico]]></article-title>
<article-title xml:lang="en"><![CDATA[Bring your own device (BYOD): understanding a new practice in the academic environment]]></article-title>
<article-title xml:lang="es"><![CDATA[Bring your own device (BYOD): entendiendo una nueva práctica en el ambiente académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hino]]></surname>
<given-names><![CDATA[Marcia Cassitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Przeybilovicz]]></surname>
<given-names><![CDATA[Erico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Taiane Ritta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Getúlio Vargas  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012019000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012019000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012019000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO.  Este artigo identifica os fatores percebidos a partir da prática de BYOD no contexto acadêmico. A popularização dos dispositivos móveis gerou um movimento do uso desses dispositivos pessoais no ambiente de trabalho. Esse fenômeno passou a ser conhecido como Bring your own device (BYOD). Esta prática chegou às instituições de ensino e envolve diversas discussões entre professores e estudantes. Não se sabe ao certo se o uso de dispositivos ajuda ou atrapalha o andamento das aulas e o processo de aprendizagem. Para entender esse fenômeno, realizamos entrevistas semiestruturadas com professores e alunos universitários. Inspirados na Grounded theory, desenhamos um modelo teórico que emergiu da análise dos dados. Esse modelo demonstra que a prática do BYOD no contexto acadêmico é determinada por fatores impulsionadores, de contexto e da prática. Os diversos fatores identificados no contexto acadêmico trazem resultados práticos, como a influência no processo de aprendizagem e a exposição ao aumento de jornada de trabalho. Os fatores da prática compreendem oito elementos: 1) interesse; 2) didática; 3) processo de aprendizagem; 4) ubiquidade; 5) produtividade; 6) responsabilidade; 7) padrões de uso; e 8) exposição. Este fenômeno pode estar relacionado ao contexto da sociedade e à modernidade tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article identifies the perceived factors of the BYOD practice in the academic context. The popularization of the mobile devices generated a movement of the use of these personal devices in the work environment. This phenomenon came to be known as BYOD (Bring Your Own Device). This practice has reached educational institutions and involves several discussions between teachers and students. It is not clear whether the use of devices helps or hinders the progress of classes and the learning process. To understand this phenomenon we conduct semi-structured interviews with teachers and university students. Inspired by Grounded Theory, we developed a theoretical model that emerged from data analysis. This model demonstrates that the practice of BYOD in the academic context is determined by driving factors, context factors and practice factors. The various factors identified in the academic context bring practical results such as influence in the learning process and exposure to increased working hours. The factors of practice comprise eight elements: 1) interest; 2) didactic; 3) learning process; 4) ubiquity; 5) productivity; 6) responsibility; 7) usage patterns and; 8) exposure. This phenomenon may be related to the context of society and technological modernity]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo identifica los factores percibidos de la práctica de BYOD en el contexto académico. La popularización de los dispositivos móviles ha generado un movimiento del uso de dispositivos personales en el escritorio. Este fenómeno pasó a ser conocido como BYOD (Bring Your Own Device). Esta práctica llegó a las instituciones de enseñanza e involucra varias discusiones entre profesores y estudiantes. No se sabe con certeza si el uso de dispositivos ayuda u obstaculiza el proceso de aprendizaje. Para entender este fenómeno realizamos entrevistas semiestructuradas con profesores y estudiantes. Inspirados en la Grounded Theory, diseñamos un modelo que emergió del análisis de los datos. Este modelo demuestra que la práctica de BYOD en el contexto académico está determinada por factores impulsores, de contexto y de práctica. Los diversos factores identificados en el contexto académico traen resultados prácticos como la influencia en el proceso de aprendizaje y la exposición al aumento de jornada de trabajo. Los factores de la práctica comprenden ocho elementos: 1) interés; 2) didáctica; 3) proceso de aprendizaje; 4) ubicuidad; 5) productividad; 6) responsabilidad; 7) patrones de uso; 8) exposición. Este fenómeno puede estar relacionado con el contexto de la sociedad y la modernidad tecnológica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[instituição de ensino]]></kwd>
<kwd lng="pt"><![CDATA[fatores de uso]]></kwd>
<kwd lng="pt"><![CDATA[dispositivos móveis]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Institution]]></kwd>
<kwd lng="en"><![CDATA[Use Factors]]></kwd>
<kwd lng="en"><![CDATA[Mobile Devices]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Institución de Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Factores del Uso]]></kwd>
<kwd lng="es"><![CDATA[Dispositivos Móviles]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Afreen]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bring your own device (BYOD) in higher education: opportunities and challenges]]></article-title>
<source><![CDATA[International Journal of Emerging Trends &amp; Technology in Computer Science]]></source>
<year>2014</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>233-6</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrillo-Ramos]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias-Baez]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Torres-Ribero]]></surname>
<given-names><![CDATA[L. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Pomares]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enriching services using agents in mobile environments]]></source>
<year>2012</year>
<conf-name><![CDATA[ Proceedings of the 3rd International Conference on Multimedia Computing and Systems]]></conf-name>
<conf-loc>Tangier, Morocco </conf-loc>
<page-range>821-6</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[M. F. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The implementation and use of computers in education in Brazil: Niterói city/Rio de Janeiro]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2007</year>
<volume>49</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1378-86</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Celik]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Yesilyurt]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2013</year>
<volume>60</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>148-58</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Conejar]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chung]]></surname>
<given-names><![CDATA[H. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[H. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[A study of delivering education through mobile learning]]></source>
<year>2015</year>
<conf-name><![CDATA[ Proceedings of the World Congress on Engineering and Computer Science]]></conf-name>
<conf-loc>San Francisco, CA </conf-loc>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corbin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Basics of Qualitative research: techniques and procedures for developing grounded theory]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Thousand Oaks, CA ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gioia]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Thomas]]></surname>
<given-names><![CDATA[J. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Clark]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Chittipeddi]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Symbolism and strategic change in academia: the dynamics of sensemaking and influence]]></article-title>
<source><![CDATA[Organization Science]]></source>
<year>1994</year>
<volume>5</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>363-83</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Glaser]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Discovery of grounded theory]]></source>
<year>1967</year>
<publisher-loc><![CDATA[Chicago, IL ]]></publisher-loc>
<publisher-name><![CDATA[Aldine]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nielsen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Budiu]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Usabilidade mo&#769;vel]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Rio de Janeiro, RJ ]]></publisher-loc>
<publisher-name><![CDATA[Elsevier]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oztok]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ozdener]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparison of the Turkish and British education programs in terms of computer and internet literacy]]></article-title>
<source><![CDATA[National Education]]></source>
<year>2005</year>
<volume>33</volume>
<numero>167</numero>
<issue>167</issue>
<page-range>236-47</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pandit]]></surname>
<given-names><![CDATA[N. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The creation of theory: A recent application of the grounded theory method]]></article-title>
<source><![CDATA[The Qualitative Report]]></source>
<year>1996</year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez-Sanagustín]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nussbaum]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hilliger]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Alario-Hoyos]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Heller]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Twining]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Tsai]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Research on ICT in K-12 schools-A review of experimental and survey-based studies in computers &amp; education 2011 to 2015]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2017</year>
<volume>104</volume>
<numero>C</numero>
<issue>C</issue>
<page-range>A1-A15</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Putri]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Hovav]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Employees&#8217; compliance with byod security policy: insights from reactance, organizational justice, and protection motivation theory]]></source>
<year>2014</year>
<conf-name><![CDATA[ Proceedings of the European Conference on Information Systems]]></conf-name>
<conf-loc>Tel-Aviv, Israel </conf-loc>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rose]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[BYOD: an examination of bring your own device in business]]></article-title>
<source><![CDATA[The Review of Business Information Systems]]></source>
<year>2013</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>65-70</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruchter]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Klar]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Geiger]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparing the effects of mobile computers and traditional approaches in environmental education]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2010</year>
<volume>54</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1054-67</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sevindik]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[The effect of smart classrooms on the academic achievement and behavior of students of high education]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Turkey ]]></publisher-loc>
<publisher-name><![CDATA[Institute of Social Sciences, F&#305;rat University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stagliano]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[DiPoalo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Coonnelly]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The consumerization of information technology]]></article-title>
<source><![CDATA[Graduate Annual]]></source>
<year>2013</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>31</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thomson]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[BYOD: enabling the chaos]]></article-title>
<source><![CDATA[Network Security]]></source>
<year>2012</year>
<volume>2012</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>5-8</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
