What are the development prospects for the tools? The results indicate some inadequacies concerning the use of the instruments by children in class which seem to us to be of interest. It seems to us that the role of the teacher could better be supported by the Pogo system in particular with regard to the phases of exploration and production. Mobile, portable and wire-less tools allowing the capture of moving images and sound outside the classroom would enrich the quantity and quality of the experiments which the children can record and re-use in creation of narrative. With regard to the narrative structuring, the system seems to support and even improve the organisation of the history according to the Labov (1972) model. We estimate however that an evolution of the tools with more open methods of use could enrich the expressive potential of the children -a functionality of zoom and mobile camera. Compared with the prototypal precedents the possibility of zooming to obtain large plans of the elements of scene and a mobile camera allowing one to photograph the purposes of various points of sight offer to the children the possibility of developing richer narration, varied at the visual level. They can highlight, for example, the face of one character through a large plan or to change the catchment of sight into agreement with the point of sight of the character, etc.
Our results also state that the use of the instruments does not seem to create interference with the activity they being integrated into the existing instruments; the beamer for example becomes a scheme of work, ideas collected outside or produced by children can be integrated in the system and to be thus developed. Moreover, the instruments are simple to use. Each action generates an immediately visible effect (for example creating purposes on the beamer is directly visible on the screen). The interactions are connected by the physical purposes. Those make for simple actions (by avoiding screen menus for example). These results return us to the concepts suggested by Norman (1998) concerning information apparatuses, and to the fact that the tool is considered in the context of its way of supporting the task so that it becomes an integral part of it, as if it were an extension natural of the person and his/her work. That implies a specialisation of the function instrument as being in perfect agreement with the real needs of the users, and the offer of a great simplicity and transparency. Each tool is simple, request its proper method of operation. Each one must be learned, and to make it possible to carry out a specialised and appropriate task. We approach the idea according to which, in the long term , the instruments will not be recognisable any more in so much as they will form part of the task, so much that they will disappear from the sight and consciousness of the people.
The distribution of the instruments in space seems to us also interesting. The use of the tablet directs us towards a possible incorporation of the units mnemonic in the physical purposes and of their handling in space (ie the possibility of transporting them, of re-using them in another space-time). Their handling of information is extended to space and is not thus any more confined to one centralised unit. The instruments also seem to us to go in the direction of one production located, the space of design and recording being integrated into the context of handling and of construction of natural purposes of the physical world suitable for children. These points testify thus to a movement towards an invisible technology.