The purpose of this study was to discuss the influence of the use of tablets and mobile learning in post-secondary education and their impact on the emotions and affects felt by a teacher and students and on their identity constitution. Assemblage theory was the onto-epistemological perspective in which this investigation was grounded, and assemblage ethnography was the methodology used to collect data. An ethnographic account was provided based on what was observed during lessons, and was analysed using the concepts of emotions, affects and subjectivation. Findings indicated that no contradictory emotions and affects emerged as a result of the actions and interactions of components in the assemblage. There was a smooth relationship among human components, influencing the way they see each other and their roles. However, regarding human and non-human components, the affects and emotions that emerged impacted each other, causing tensions between these components.