ABSTRACT
This chapter discusses the professional development needed for teachers so as to ensure their effectiveness in view of the new technologies being introduced to a school together with any associated challenges. Some researchers and practitioners have exploited opportunities to introduce mobile learning into teacher professional development at different stages in teachers' careers. This chapter considers professional development, quite possibly the foremost issue relevant to ensuring the success of any mobile learning initiative in a school, for sustainability is a known issue in a climate where both curricula and mobile devices change regularly. Not only that but, as implied above, there likely needs to be changes in teachers' pedagogical practices to accommodate the different balance in agency where students have access to digital tools that empower their own learning. Already psychologists in Canada are reporting that children can learn facts equally effectively from iPads as from face-to-face instruction with a teacher.
