This article examines the complexity of the affordances that mobile technologies offer in the K-12 educational context. It builds on an ecological perspective (Mercer, 2012; van Lier, 2008) informed by theories of dynamic systems and complexity (Larsen-Freeman & Cameron, 2008) to explore the concept of affordance as a complex and dynamic system. The article is based on data that are part of larger inquiry project regarding the use of iPods and iPads by young language learners in K-12 French Immersion classrooms. The findings indicated the concept of affordance involves interplay between the technological affordances of the mobile devices; the learning environment, which includes the physical and social space as well as the pedagogical practices endorsed; and the learners' physical, social, cognitive, and metacognitive behaviors. The article is intended to provoke a paradigm shift in perceptions of the affordances of mobile technologies and their impacts on the learning process in the K-12 educational context. More specifically, it argues physical affordances of the mobile devices, by themselves, do not transform the nature of learning or the learning process.