Another note-worthy fact is that, despite the importance of teachers' professional development during their adoption of and adaptation to mobile-device based teaching (Newhouse, Williams, & Pearson, 2006; Penuel & Yarnall, 2005), the investigations
into increasing the education of teachers regarding the use of mobile devices have been extremely limited. Therefore, more in-depth experimental research is needed into how teachers reconcile mobile hardware and software, lesson content, teaching methods, and educational goals.