This participatory and grounded theory ethnography focuses on mobile learning practices of a group of adult Romani women and their families. Framed through the lens of cultural-historical activity theory (CHAT) and technofeminism, these practices challenge existing integration programs with their binary approach as insufficient to analyze informal learning of other women. From the theoretical analysis, two activity systems emerged as guided by two separate objects conceptually overlapping under a common motive--wellbeing of the Roma family, while mobile phones emerged (in part of the cases) as essential media in pursuing the two objects. The two activity systems where Romani women used (or did not use) their mobile phones brought forward other women's informal learning as shaped by complex gender relations. By focusing on informal learning and gender relations, this dissertation expands our understanding of mobile technology usage by adding specific gendered dimensions to the existing mLearning models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]