Recently, many high schools in Quebec, particularly private schools, have made purchasing an iPad compulsory for all students. By doing this, these institutions have been trying to systematize tablet technology in the classroom. Nevertheless, it seems that the results of empirical research remain rather rare on the use of digital tablets in the classroom. In this article, we present some reflections on the use of iPads for the teaching of reading and writing based on a case study in which a French teacher, currently uses this technology in her classroom.