Abstract
Barriers, as perceived by teachers, towards the acceptance of new and emerging technologies in teaching and learning are well reported in the literature. This article offers a reflection upon a project that observed student use of mobile technologies to support their learning. It was apparent that the main use of the technology was for self-directed learning and not for subject-specific studies or use within the classroom. It is suggested that teaching staff need not feel pressured by students to be technology experts and are encouraged to work in partnership with their students to evaluate the potential of such technologies for supporting learning.
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