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Many studies have shown the limits of mass dissemination of digital devices in schools. Here we analyze the speech of 18 teachers on their representations and their reception about a deployment of 1,000 iPad in primary schools in a French city. The discourse analysis brings out three types of discourses : " rejection", " indifference" and " adoption". The analyzes lead us to give special attention to mechanisms involved by teachers who report using iPad available in their classrooms.

IntroductionThe aim of this manuscript is twofold: first, to investigate the relationship between rhythmic, phonological and graphomotor skills in kindergarten children; and second, to evaluate the possible impact of rhythmic training on the two other skills.MethodsTo that end, we selected a sample of 78 children in Québec. Forty-two children received rhythmic training (experimental group) and 34 arts training (active control group) during the same period (10 weeks). Before and after training, children in both groups were assessed for general skills (forward and backward memory span, vocabulary, non-verbal ability), rhythmic skills (synchronization and discrimination tasks), literacy skills (phonological skills - syllable counting, syllable deletion, rhyme discrimination – and invented spelling skills) and graphomotor skills (legibility of letter writing, quality of copying of geometric shapes).ResultsResults showed correlations between the child’s rhythmic and literacy skills, as well as between rhythm synchronization and pen pressure. In addition, rhythmic training showed improvement in rhythmic abilities, but this did not transfer to literacy or graphomotor development (apart from a significant increase in the duration of pauses in both groups at post-test, with a larger improvement for the rhythm group).DiscussionThese results are discussed in terms of duration and intensity of learning, and they highlight the possible benefits of informal rhythm practices in the classroom.