The chronic experience that the school has repeatedly received has been its lack of mobility in methodolphonique. Participation in emerging content with outdated teaching. That complaint may have been overcome. The 20th century introduced ICTs at school, generating other types of learning and other types of students: new apprentices. Some of them are now academics and manage their learning in a ubiquitous way through the use of mobile devices. Others do not manage them. This methodical duality creates a digital learning divide. This article shows where some new university apprentices use mobile devices to develop their learning.