Reflection for learning is a common course requirement for many WIL subjects and when students are engaged in blended or online modes of delivery or in off-campus placements, reflective practice needs to be supported. It also needs to be better integrated with mobile technology. This paper reviews the three cycles of the iReflect project which aimed to address these needs by developing a mobile reflection app. The project was framed by an integrated theoretical approach that combined participatory action research (PAR), distributed leadership and agile development. A mixed method approach was adopted to collect data from literature reviews, student focus groups, surveys and research notes. A focus on the pedagogical, technological and institutional dimensions of the WIL ecology provides new insights into student use and perceptions of mobile technology. One key outcome is the identification of nine new user stories demonstrating the mobile technology needs of reflective WIL students and teachers.