303 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 14 DOI: 10.4018/978-1-5225-2492-2.ch014 ABSTRACT This chapter discussed the results of a study that explored students’ perceptions of personal mobile de- vices in the classroom and suggestions for policies. Thirty-four students enrolled in two undergraduate courses taught at a Brazilian higher education institution took part in the study. Data collection consisted of a survey and focus group interview. Quantitative data suggested an overall tendency to rare use of the devices for content and non-content activities. Qualitative results, however, showed that students may have used more often their devices in class. The results discussed several policies recommended by the students ranging from allowing the devices for content and emergency to not using social media for of- task activities. The study suggested that inappropriate use of mobile technology in the classroom may be minimized if students participate in the development of policies, and instructors integrate the devices in class to promote engagement and interest among students. Recommendations for practice and future research are discussed. INTRODUCTION Mobile technology ownership among university students continues to grow, with more students owning smartphones (Dahlstrom & Bichsel, 2014). Students are increasingly bringing their personal devices to the classrooms. This trend known as “bringing your own device” or BYOD is expected to be progres- sively adopted by higher education institutions (Johnson, Adams Becker, Estrada, & Freeman, 2015). Institutions adopting a BYOD model will allow students to use their own devices for learning (Kobus, Rietveld, & Van Ommeren, 2013). Research has discussed the educational benefits of a BYOD model in University Students’ Perceptions of Personal Mobile Devices in the Classroom and Policies Ieda M. Santos Emirates College for Advanced Education, UAE Otávio Bocheco Federal Institute Catarinense – Rio do Sul, Brazil