This chapter looks at issues surround our proposal that mobile/cell phones should be seen as resources for learning and we argue that it is very important for teachers to assume responsibility for seeing it as part of their role to sensitise young people to the need for a reflective use of new technologies. We take a detailed look at adoption trends of mobile devices and services; the global and national figures and potential for learning; mobile access trends and patterns of usage; trends in any where, any time, any device learning; characteristics and functions of mobile devices; children and mobile phones with an emphasis on e-safety; opportunities to use public services; democratic opportunities; ambient wireless devices and health and learning needs, opportunities and issues; social opportunities through social software; digital divide among citizens; security and privacy concerns; txt spk and new literacies. We conclude that the case for including mobile/cell phones as part of the learning in the classroom is becoming persuasive and that a key question to ask is whether we can use the skills and abilities that digitally literate learners have as a hook to get more citizens to engage in educational processes? We call this the outside-in, inside-out challenge.

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