The large-scale implementation of remote work appears as a fundamental shift into the traditional understanding of the relationship between time and work. Drawing on sociomateriality literature and more especially on the concept of temporal structuring, this chapter suggests that remote workers ‘work the time’ by different practices, to (re)create adequate temporalities to work. The analysis results from an exploratory qualitative study conducted between May 2020 and April 2021 in Montreal with 17 remote workers who were already working remotely before the Covid-19 pandemic. It gives an overview of the temporal practices of remote workers, who are mainly blocking time (i), navigating between temporalities (ii) ritualizing them (iii) or an interwoven of all of them to try to create time to work (and thus, for non-work as well). It appears that remote workers work the time to be flexible. However, they still do it in the clock time of organizational life. They also experiment with temporal tensions, which leads them to exercise a fourth practice that is indispensable to the other three, that of labeling times.

This chapter brings together the arguments covered in the previous eight chapters and returns to the title of the book: concepts, contexts and challenges. The concepts that need to be kept in mind for the future of mobile learning are explored, along with the impact of the context on language teaching and learning through mobile technologies. Along with these, the current and prospective challenges are also investigated, with the aim of seeing how these challenges can be overcome to make the most of what MALL can be. The potential future paths in which mobile learning may be considered to evolve will also be discussed here, not in terms of evolving technologies but in terms of directions that the field seems to be headed and how these can relate to meaningful research and practice that is needed in both the shorter and longer term.