International Journal of Mobile and Blended Learning, 2(3), 13-29, July-September 2010 13 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Keywords: Geological Observation, Geological Reasoning, Google Earth, Iphone, Mobile Complex, Research Projects INTRODUCTION Research on mobile learning has been character- ized as “the study of how the mobility of learners, augmented by personal and public technology can contribute to the process of gaining new knowledge, skills and experience” (Kukulska- Hulme, Sharples, Milrad, Arnedillo-Sanchez, & Vavoula, 2009, p. 21). Mobile technology provides new possibilities for interconnections of formal, informal and integrative educational Mobile, Inquiry-Based Learning and Geological Observation: An Exploratory Study Brenda Bannan, George Mason University, USA Erin Peters, George Mason University, USA Patricia Martinez, Arlington Public Schools, USA ABSTRACT This exploratory study examines the use of integrated and complementary technology systems including mo- bile devices to explore an instructional experience designed to provoke observational inquiry and geological reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google Earth TM software provided enhanced and varying views of a geo- logical phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures, cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the ield as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study. experiences capitalizing on portable software and hardware applications for learning. Iden- tifying the specific affordances that may con- tribute to learning when mobile technology is integrated in the classroom presents a challenge for both research and instruction. The promise of mobile learning in flexibility, portability, connectedness and personalization cannot be overstated. However, identification and at- tention to what might emerge as the critical attributes for learning in a specific setting or context remains a significant concern in related research. As stated by Kukulska-Hulme et al. DOI: 10.4018/jmbl.2010070102