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This meta-analysis is based on two studies carried out in Niger to examine the impact of mobile technologies on educational practices. It compares the use of cell phones by literacy trainers with that of digital tablets in elementary school. The results show that these tools, when integrated pedagogically, can significantly improve teaching quality and academic results. The central role of techno-pedagogical training is highlighted, as is the importance of structured institutional support. The discussion explores theoretical implications, structural constraints and makes recommendations for educational policies, practitioners and researchers.