The rapid global uptake of mobile technology is reflected in pioneering New Zealand schools. Teachers of classes where each student uses a mobile device were surveyed on how frequently they use various mobile learning activities and asked to describe the new pedagogical opportunities it offers. The teachers' m‐learning pedagogical approaches and the extent of transformation were considered. This study finds the main use of mobile technology is to enhance learning with task activities and information access; however, innovative content production is also common. The opportunities for pedagogical transformation that collaborative learning offers appear to be partially realised, but the potential for situative learning using authentic contexts and experts seems to be largely unrealised. Presently, transformative pedagogical approaches are not prevalent despite collaborative inquiry and situative approaches with authentic contexts being linked to developing higher order thinking and fostering future focused skills, which are a key focus for educators. The use of one‐to‐one mobile technology in the classroom is a new educational practice with significant potential. This study provides a snapshot to contribute to building the necessary body of work on m‐learning pedagogical transformation.