Perry (2003) describes a UK project that took place in 2002-2003 in which some 150 teachers in 30 schools in England were given a selection of devices, mainly PDAs, to evaluate. The first phase of the project focused on senior management teams and how the devices support their work. The last phase involved a small number of schools being equipped with devices for the majority of staff and providing teachers with access to class sets in order to support their teaching. The project reported that the advantages were seen as being: portability, size, instant on (no start-up time), cost (relative to laptop computers), battery life (relative to laptop computers), and outdoor use. However, the disadvantages were seen as being: small screen, possibly not robust enough for schools, lack of technical support, data loss due to battery problems, problems with linking to networks. It would seem that even at this early stage, the concept of mobile/cell phone usage as a mediating tool for learning in the school context seemed to find positive advantages. Some of the disadvantages, like robustness and linking to networks, have diminished in the intervening years. However, as we shall see below, new challenges for learning with mobile devices have also emerged.