A. P. Accardo, G. M. Borean, and M. , Development, maturation and learning influence on handwriting kinematics, Human Movement Science, vol.32, issue.1, pp.136-146, 2013.

D. Alamargot and M. Morin, Does handwriting on a tablet screen affect students' graphomotor execution? A comparison between grades two and nine, Human Movement Science, vol.44, pp.32-41, 2015.

F. Amadieu and A. Tricot, Apprendre avec le numérique: mythes et réalités, 2014.

F. Bara and N. Bonneton-botté, Learning letters with the whole body: Visuomotor versus visual teaching in kindergarten, Perceptual and Motor Skills, vol.125, issue.1, pp.190-207, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01889090

F. Bara, M. F. Morin, and D. Alamargot, Learning different allographs through handwriting: The impact on letter knowledge and reading acquisition, Learning and Individual Differences, vol.45, pp.88-94, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01419906

F. Bara, M. Morin, and M. , Conceptions et pratiques en graphomotricité chez des enseignants de primaire en France et au Québec [Conceptions and graphomotor practices among primary teachers in France and Quebec, 2011.

, Revue Française de Pédagogie, vol.176, pp.41-56

M. Baraud, B. Bril, and N. M. Acioly-régnier, Pratiques enseignantes pour l'apprentissage de l'écriture en grande section de maternelle et au cours préparatoire en France, Education didactique, vol.12, issue.2, pp.73-88, 2018.

V. W. Berninger, W. Nagy, and S. Tanimoto, Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4-9, Computers & Education, vol.81, pp.154-168, 2015.

V. W. Berninger, K. Vaughan, and R. D. Abbott, Teaching spelling and composition alone and together: Implications for the simple view of writing, Journal of Educational Psychology, vol.94, issue.2, pp.291-304, 2002.

N. A. Bernstein, Resources for ecological psychology. Dexterity and its development, 1996.

J. Boissiere, S. Fau, and P. F. , Le numérique une chance pour l'école, 2013.

C. Burnett, Technology and literacy in early childhood educational settings: A review of research, Journal of Early Childhood Literacy, vol.10, issue.3, pp.247-270, 2010.

N. Bonneton-botté, C. Beucher-marsal, and J. Muller, Des pratiques innovantes aux pratiques traditionnelles d'enseignement de l'écriture cursive

N. Bonneton-botté, F. Bara, and N. Marec-breton, Writers' and pre-writers' perception of the cursive handwriting movement, Reading and Writing, vol.31, issue.4, pp.927-943, 2018.

B. Bril, Apprentissage et contexte, Intellectica, vol.35, issue.2, pp.251-268, 2002.

A. W. Chickering and S. C. Ehrmann, Implementing the seven principles: Technology as lever, AAHE Bulletin, vol.49, pp.3-6, 1996.

S. Y. Choi, Y. S. Kang, and H. Lee, The effects of socio-technical enablers on knowledge sharing: An exploratory examination, Journal of Information Science, vol.34, issue.5, pp.742-754, 2008.

D. J. Velay and J. L. , Basic and supplementary sensory feedback in handwriting, Frontiers in Psychology, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01219688

D. Dillman, J. Smyth, and L. M. Christian, Internet, mail, and mixed-mode surveys: The tailored design model, 2009.

, Collaboration in understanding results -Self-assessment of EFL writing, Dragemark Oscarson A, 2009.

S. Ferrière, P. Cottier, and F. Lacroix, Dissémination de tablettes tactiles en primaire et discours des enseignants: Entre rejet et adoption. Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, pp.153-176, 2012.

R. Flewitt, D. Messer, and N. Kucirkova, New directions for early literacy in a digital age: The iPad, Journal of Early Childhood Literacy, vol.15, issue.3, pp.289-310, 2014.

C. Goh, L. J. Zhang, and C. H. Ng, Knowledge, beliefs and syllabus implementation: A study of English language teachers in Singapore. Singapore: Graduate Programmes and Research Office, 2005.

S. Graham, K. R. Harris, and L. Mason, How do primary grade teachers teach handwriting? A national survey, Reading and Writing, vol.21, issue.1-2, pp.49-69, 2007.

M. Hoy, M. Y. Egan, and K. P. Feder, A systematic review of interventions to improve handwriting, Canadian Journal of Occupational Therapy, vol.78, issue.1, pp.13-25, 2011.

C. Jolly, R. Palluel-germain, and E. Gentaz, Evaluation of a tactile training for handwriting acquisition in French kindergarten children: A pilot study. Kindergartens: Teaching methods, Expectations and Current Challenges, pp.161-176, 2013.

A. N. Kluger and A. Denisi, The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory, Psychological Bulletin, vol.119, issue.2, pp.254-284, 1996.

A. Labrecque, M. Morin, and M. , Quelle place est accordée à la composante graphomotrice de l'écriture dans les classes au début du primaire? Enquête auprès d'enseignants québécois. Nouveaux C@hiers de, La Recherche En Éducation, vol.16, issue.1, p.104, 2013.

C. Lankshear and M. Knobel, New technologies in early childhood literacy research: A review of research, Journal of Early Childhood Literacy, vol.3, issue.1, pp.59-82, 2003.

M. Longcamp, C. Boucard, and J. Gilhodes, Learning through hand-or typewriting influences visual recognition of new graphic shapes: Behavioral and functional imaging evidence, Journal of Cognitive Neuroscience, vol.20, issue.5, pp.802-815, 2008.

S. J. Mccarthey, The impact of No Child Left Behind on teachers' writing instruction, Written Communication, vol.25, issue.4, pp.462-505, 2008.

C. Mckenna, There's an app for that: How two elementary classrooms used iPads to enhance student learning and achievement, vol.2, pp.136-142, 2012.

J. Medwell and D. Wray, Handwriting-A forgotten language skill?, Language and Education, vol.22, issue.1, pp.34-47, 2008.

R. Meulenbroek and G. P. Van-galen, The acquisition of skilled handwriting: Discontinuous trends in kinematic variables, Cognition and Action in Skilled Behaviour, vol.55, pp.273-281, 1988.

, Documents d'accompagnement : Le langage au coeur des apprentissages [Accompanying documents: Language at the heart of learning, 2006.

, Programme français d'enseignement de l'école maternelle, 2008.

, Référentiel de compétences des métiers de l'enseignement et de l'éducation, 2013.

, Programme français d'enseignement de l'école maternelle, 2015.

R. F. Paoletti, Les composantes motrices de l'écriture manuscrite : Enquête sur les pratiques pédagogiques en maternelle et en première année, Revue des Sciences de l'Éducation, vol.20, pp.317-329, 1994.

M. M. Patchan and C. S. Puranik, Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback, Computers & Education, vol.102, pp.128-137, 2016.

. Pbs-learning-media, The future of digital learning, 2015.

R. E. Porter, L. D. Fusarelli, and B. C. Fusarelli, Implementing the common core, Educational Policy, vol.29, issue.1, pp.111-139, 2014.

S. Puntambekar and R. Hubscher, Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?, Educational Psychologist, vol.40, issue.1, pp.1-12, 2005.

C. S. Puranik and C. J. Lonigan, From scribbles to scrabble: Preschool children's developing knowledge of written language, Reading and Writing, vol.24, issue.5, pp.567-589, 2009.

C. Puranik, C. J. Lonigan, and Y. S. Kim, Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children, Early Childhood Research Quarterly, vol.26, pp.465-474, 2011.

C. Puranik, Y. Petscher, and C. J. Lonigan, Learning to write letters: Examination of student and letters factors, Journal of Experimental Child Psychology, vol.128, pp.152-170, 2014.

L. A. Rogers and S. Graham, A meta-analysis of single subject design writing intervention research, Journal of Educational Psychology, vol.100, issue.4, pp.879-906, 2008.

S. Rosenblum, S. Goldstand, and S. Parush, Relationships among biomechanical ergonomic factors, handwriting product quality, handwriting efficiency, and computerized handwriting process measures in children with and without handwriting difficulties, American Journal of Occupational Therapy, vol.60, issue.1, pp.28-39, 2006.

A. W. Salmoni, R. A. Schmidt, and C. B. Walter, Knowledge of results and motor learning: A review and critical reappraisal, Psychological Bulletin, vol.95, issue.3, pp.355-386, 1984.

R. A. Schmidt and L. Td, Motor control and learning. A behavioral emphasis, 2005.

C. Schmitz, LimeSurvey (version 2.56.1) [Software, 2016.

H. Schwellnus, C. D. Carnahan, and H. , Which to choose: Manuscript or cursive handwriting? A review of the literature, Journal of Occupational Therapy, vol.5, issue.3-4, pp.248-258, 2012.

D. Simonnet, A. E. Bouillon, and M. , Multi-criteria handwriting quality analysis with online fuzzy models, Pattern Recognition, vol.69, pp.310-324, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01515397

L. S. Thibon, S. Gerber, and S. Kandel, The elaboration of motor programs for the automation of letter production, Acta Psychologica, vol.182, pp.200-211, 2018.
URL : https://hal.archives-ouvertes.fr/hal-01983488

A. Tricot, F. Plégat-soutjis, and J. F. Camps, Avril) Utilité, utilisabilité, acceptabilité: Interpréter les relations entre trois dimensions de l'évaluation des EIAH, Environnements Informatiques pour l'Apprentissage Humain, pp.391-402, 2003.

G. A. Troia and S. Graham, Common core writing and language standards and aligned state assessments: A national survey of teacher beliefs and attitudes, Reading and Writing, vol.29, issue.9, pp.1719-1743, 2016.

F. M. Van-der-kleij, R. C. Feskens, and T. J. Eggen, Effects of feedback in a computerbased learning environment on students' learning outcomes: A meta-analysis, Review of Educational Research, vol.85, issue.4, pp.475-511, 2015.

A. Vinter and E. Chartrel, Effects of different types of learning on handwriting movements in young children, Learning and Instruction, vol.20, issue.6, pp.476-486, 2010.

M. Warschauer, Yearbook of the National Society for the Study of Education, vol.106, pp.147-166, 2007.