Abstract: This international study investigates how teachers are exploiting distinctive pedagogical features of mobile learning: collaboration, personalization and authenticity (Kearney, Schuck, Burden & Aubusson, 2012). The researchers developed a survey instrument based on these three established constructs, and used it to interrogate current mobile learning practices in school education. Findings indicated that teacher perceptions of authenticity were high but aspects of collaboration and student agency were rated lower than expected. Implications for effective use of handheld devices in teaching are addressed.