The role of mobile technologies in higher education is becoming increasingly important, resulting in a need for theoretical frameworks that provide a sound foundation to support the use of these technologies for effective teaching and learning in a sustainable manner. This review summarises the characteristics of three influential but contrasting theories of mobile learning that have been developed since 2005. These three theories are compared and contrasted according to two categories; namely, the nature of the definition used for the theory and the relationship with existing theories of learning and pedagogical considerations that form the foundation of the theoretical framework. Using the lessons learned from this examination, the authors propose a methodology for creating a pragmatic Mobile Learning Evaluation Framework (MLEF) that is applicable to a variety of contexts and is flexible enough to accommodate the adoption of emerging mobile technologies. This work is already underway and is expected to be completed in 2015.