The existence of studies that support the usefulness of tablets in primary education is encouraging. For this reason, this research analyses this device's didactic use. The present project is part of a qualitative narrative research. The data of experiences supported by the tablet were collected through nine discussion groups and a set of observation techniques (with 76 primary education students aged between 6 and 11). It is concluded that tablets are not used systematically in primary education. Spanish language and literature are the subjects where the tablet is used the most, although it is also used in mathematics to a lesser extent. On the subject of type of activities carried out in the classroom, worth mentioning are those related to classifications and the ones related to identification and representation of concepts.