In this paper we share our findings from a field study conducted in Panama, focusing on adoption of mobile phones in classroom settings. Our initial findings reveal that during the initial phase of use, boys adopt mobile phone usage faster and explore more functionality; while girls take more time to familiarize themselves with the phones. Girls seem to maintain a better focus on the learning activities using the mobile phones across all tasks. When the task implies an active role then boys also showed high concentration. The videos recorded by the children as part of the learning activities showed a remarkable difference in roles between girls and boys. These findings suggest that it is important to consider the different adoption and exploration strategies of girls and boys with new technologies when designing tools for mobile learning.