This paper explores the potential of mobile devices to support novel forms of mathematics classroom activity. In particular, I consider two salient aspects of contemporary practice with mobiles--networking/communication, and picture taking--and explore technology designs that might exploit their potential for supporting related forms of mathematical practice. I present data from two cycles in a design-based research project focused on collaborative learning in classroom networks, one featuring graphing calculators, and the other using iPods. [For the complete proceedings, see ED584443.]