Based on ethnographic studies of students' learning, this paper investigates how new spatial enactments of learning that include mobile technologies engage students in specific ways that enable them to learn. Data used in the paper have been collected in three lower secondary schools (7-9th form, ages 13-15) where students and teachers have been working with a unique combination of iPads and stationary auditorium based screens for collaboration and learning through videoconferences. Videoconferences have been significant for the schools as they are all based in rural areas where cultural institutions, connections to others and local experts are scarce, and where video-based interactions can open up for new perspectives and resources in learning. In the schools tablets have been used both for video interaction and as a ubiquitous personal device for everyday learning in school and at home, providing students with a digital format that is at hand and accessible for learning. Findings of the research indicate that learning is much more flexible, personalized and diverse when students use their tablets to work with knowledge and that new mobile enhanced body-technology relationships contribute to transforming ways of seeing and knowing in schools. [For the full proceedings, see ED571335.]