It is recognised in the literature that mobile technologies have the potential to ’disrupt’ established practices in ways that require adaptation if educators are to harness their potential. Thus, there is a need for participatory models of research and partnership that give teachers agency over the process of professional development with new technologies at a time when there is increasing pressure for educators to respond to the proliferation of mobile technologies. This paper reports on the development and initial testing of a participatory narrative ecology approach to developing teachers’ professional practice with mobile technologies in the UK. A prototype, haptic infographic was developed that teachers and teacher educators could use to story the development of their pedagogical practice as they appropriated mobile technologies in various contexts. The narrative ecology model was developed through a participatory methodology of working with school and university partners in teacher education. The objective was, to explore the model as a participatory approach to developing educators’ critical analysis of the process of appropriating mobile technologies for educational purposes and, to capture the subsequent process of pedagogical adaptation. This paper focuses in detail on both the narrative ecology model and how it was used in the case of a secondary school science teacher. The emerging evidence suggests that the process of adaptation to mobile technologies in education is prolonged and complex. Yet in a digital age of rapidly increasing connectivity and converging cultures there is a need for further research into the implications of mobile technologies and how educators can be located as central agents in changing and adapting pedagogical practices. The findings also suggest that participatory narrative approaches offer potential for exploring new designs for pedagogical practice with mobile technologies.