Expert teachers are pragmatic in their curricular planning and instruction through embedding the use of mobile technologies towards providing their students with meaningful learning experiences. They use technology as a cornerstone within their instructional design. This study examined how pedagogy, professional learning and mobile technologies impact a teacher’s ability to utilise a learner-centred interactive approach. Qualitative data were collected and analysed using the six-step activity theory in conjunction with a case study design were data was collected from four teacher participants through interviews, classroom observations and lesson plans. Data revealed that teaching and learning sequences involving mobile technologies were found to have varying degrees of learner–teacher interactivities, ranging from complete teacher control to total learner control. This range of interactivity can serve as a teacher guide to mobile learning design using appropriate pedagogy integrating apps in conjunction with other classroom resources to yield improved student outcomes.