It is surprising the divergence between theory and practice in education, pedagogical knowledge and daily teaching in classrooms. There is a gap among the growing number of scientific production that exposes the advantages of ICT in education, and the position of many skeptical schools who forbid the use of mobile device for learning, which are conceived a distraction for learning (Rockmore, 2014), an inhibitor of creativity (Sampedro, 2014) and even an obstacle itself (Mueller and Oppenheimer, 2014).

Probably, one of the main reasons of this situation is what Glassman and Burbidge (2014) identify as previous phases to systemic integration of ICT in the learning context. According to Jünger and Heidegger, these authors assert that human position on technology begins with a distancing attitude caused by respect –or even fear. Then, it continues with an instrumental use of it and finalizes with the full integration on productive activity.  It seems to us that educators are still on the second step of this way, where ICT are used to substitute previous tools, but without a full accommodation to the teaching-learning process. In other words, their introduction has not made important but superficial changes, which do not provide any added pedagogical value. This scenario is similar to that one drawn by authors as Alvin Toffler in the 80s, or as Rockmore (2014) afirms, it means an `ill-conceived union of twenty-first-century tools (computers, tablets, smartphones) with nineteenth-century modalities (lectures)´.

Educational research, however, gives arguments to consider ICT as revolutionary change agents on current educational methodologies. Some authors assert that innovation is on ubiquitous learning possibilities (Burbules, 2012), which goes beyond school walls and corporal determinism (Burbules, 2002). Prensky (2008) and Jenkins (2010) argue that different brain processes that happen on digital natives, and benefits of web 2.0, should lead teachers to involve students into the creation of transmedia didactic activities, as well as virtual learning environments where the logic of games predominates. Other authors, as Siemens (2004) and Downes (2005), postulate a new learning theory on the technologic era, the connectivism, whereby individuals learn in a cooperative way through several connections established between Internet users, regardless the place where they are.

Among different mobile technological devices, the tablets are one of the main instruments able to promote such dimensions of learning (Del campo, 2013). Therefore, many schools are using them, adding the adjective `digital´ to their own denomination. Nevertheless, some studies show that the mere introduction of mobile devices does not necessarily improve academic results. It requires an appropriate teachers education and a carefully integration in innovation projects (Santiago, Navaridas y Repáraz, 2014).

The aim of this paper is to evaluate the introduction of tablets in Spanish secondary schools, in order to analyze if there has had a significant change on didactic methodology and the evaluation of students, which could be considered a real innovation. We define innovation in a technological context as such practices that could be described as ubiquitous learning, content creation by students, use of videogames on teaching and cooperation on-line on knowledge construction.

Moreover, we will analyze the change on academic achievement due to the introduction of tablets on schools, paying attention to the attributions and perceptions of teachers, parents and students; the level of coexistence between tablets and other resources and didactic tools; and finally, the grade of preparation of students, parents and teachers on the use of tablets.

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