In this paper,we describe the enactment of a mobile technology-supported science curriculum that was designed with the aim of connecting the formal learning contexts with informal learning.Our study examines eight primary(grade)3 classes that were taught by teachers using this science curriculum.We found out that amongst the different classes,the participation of students in doing the mobile learning activities differed somewhat.The analysis was based on studying the students learning artifacts and the instructional feedback provided by teachers in the different classes.The results could potentially inform future curriculum design and implementation supported by mobile technology,as well as the supporting professional development of teachers.