ABSTRACT
Each initiative contains exciting teaching and learning opportunities yet teachers need to be well prepared in order to capitalise on them. So many mobile learning initiatives report promising outcomes but essentially fail to deliver with statements like 'but if the Wi-Fi had been less flaky', 'if the screen had been bigger', 'if the batteries had lasted longer', 'if the tablets had been delivered on time', 'if the school had invested in skilled maintenance' regularly appearing. Through taking photos, making animations and filming video clips students can support the visualisation of, and reinforce their learning of, dynamic scientific processes. McFarlane notes that to maximise the benefits of personal ownership of mobile devices in schools both pedagogical approaches and teaching styles must accommodate a more autonomous learner style. Challenges such as disruption, whether simply to the established teaching approach, disturbances produced by device notifications or off-task behaviour on the part of students have constantly dogged mobile learning initiatives.
