Expert Primary School Teachers' Pedagogical Practices in Mobile Technologies – A Melbourne Case Study Using Expansive Learning Theory

Teaching with mobile devices in classroom settings are complex tasks as they are applied in real-time. Little is known about expert teachers mobile learning practices and how they overcome time management challenges to ensure deep learning. This thesis examines mobile learning activities of expert teachers in primary school classrooms. The study identifies two key teaching-learning practices. Namely, simple and complex activities that supports successful integration of mobile devices. The study contributes to knowledge in practice, theory and policy by promoting better understanding of interactions between teacher, students and mobile technologies.