ABSTRACT
Implementing mobile learning school wide is not quite the same as realising a one-off research project. As Cerrato-Pargman and Milrad point out, larger, school-based mobile learning initiatives are confronted with complex and dynamic settings where high expectations driven by the motivating outcomes of such earlier, small-scale research projects can create additional pressures. Wingkvist and Ericsson point out, in their review of the lessons learned from three mobile learning initiatives, that the results of the evaluation of a mobile learning initiative are what can and will be 'judged' by others. It is clear that reviewing the students' digital portfolios, used to publish digital schoolwork, to gain peer and teacher feedback, and to chart learning against school curriculum objectives provided both a visible record of each student's digital learning journey and helped to connect findings from the discussions on teacher digital pedagogy.
