This article explores "mobilities" as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by "being mobile" in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice-based mobility agenda for learning by "setting in motion" not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand "what is being done"--the re-configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To "move" educational research, a conceptual framework that articulates body-types in relation to technologies is discussed.