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Today it is evident the use of technologies in all activities people do, becoming an inevitable phenomena socially, at work and educational. In terms of work, one can see how companies are using technologies as tools to do many activities inside and outside of it like the use of mobile dispositive enhancing new managerial models like the company mobility. The new organizational models are making civil engineering programs to point out the skills students should have during a professional training in order to fulfill in an organization with a company mobility model. It is also important to consider the competences of students that have been conceived by the effect of technological developments, where you can see Students that use and receive information in a very fast way, prefer and plan networking, apply and multitask parallel processes, and are able to handle any devices, in special Mobile, among other attributes. These characteristics activate in students the BYOD Principle, which strengthen their technological skills within the university context, inducing students in civil engineering, to learn the culture of bringing their own device to the learning environment before being transferred to the employment context, important attribute Faced with the adoption of enterprise mobility model.

Abstract

Studies on ICT use in education usually focus on ICT’s contribution to training processes. However, scarce research has concentrated on the problematic use of ICT among young people in the school context, and most of it approaches the problem from a psychopathological perspective. The purpose of this paper, in contrast, is to analyse problematic ICT use among young people in their personal and school setting. The methodology involved applying a questionnaire to a sample of 1,052 youths aged between 12 and 18 years old. The study starts with a univariate and bivariate descriptive analysis. Subsequently, three Poisson regression models were developed to evaluate the contribution of several predictor variables to the three types of problematic uses identified in their sphere, learning processes and classroom relationships. Results show a relationship between problematic ICT use in personal and school settings, with older youths who use smartphones (the) most likely to engage in this type of behaviour. The use of mobile technology largely explains the problematic behaviour in the use of ICT among young people in personal and school contexts, which justifies the need to promote actions contributing to more responsible use of this type of technology in all areas of their personal, school and social life.

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