Thanks to their user-friendliness and massive expansion in the population, tablets could be the digital tool beyond gendered stereotypes, and a way to counter the long time association between “digital technologies” and masculinity in the field of education. Cross-analysis of teachers’ speech on their representations and classroom practices reveal that adherence to stereotypes is already at work and reinforces a gendered hierarchy in primary school. More men are involved and described themselves as “active” while women are more sceptical and “observing”. This research emphasises the need of initial and lifelong training for each teacher, to avoid a transmission of gendered and aged stereotypes in the transliteracy skills among teachers and children.