This article is primarily a theoretical piece that uses a model of mobile learning, the FRAME model (Koole 2009), to explore a mobile teacher-training project that took place in Papua New Guinea: the SMS Story. The author takes a sociomaterial perspective, drawing upon Barad's agential realism and Sørensen's multiplicity perspective. As the author explores the "intra-actions" of the social, learner, and technological aspects of the FRAME model, diffraction patterns arise; in other words, spaces of social and material possibilities, constraints, and tensions come into view. New ethical questions emerge regarding whose perspectives and whose practices should come to matter in pedagogical practices. This article is intended for qualitative researchers, teachers, and teacher educators who are interested in alternative ways of thinking about the entanglement of mobile technology, humans, and materialities in educational contexts.