Bring your own device (BYOD): understanding a new practice in the academic environment
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Universidade Estadual de Maringá
2019-04-01
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| Series: | Acta Scientiarum : Education |
| Subjects: | |
| Online Access: | http://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/42661 |
| Summary: | 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 |
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| ISSN: | 2178-5198 2178-5201 |