Does Public Investment in ICTs Improve Learning Performance? Evidence From Italy

This article provides a detailed and robust estimate of the impact of three different digital technologies (interactive whiteboards, wireless connections, and mobile devices) on Italian language and mathematics performance in lower secondary schools in Italy. Our analysis of longitudinal data from 2010 to 2014 shows that no significant effects emerge at a national level from increased stocks of any of the three technologies, confirming the existing literature. However, when controlling for geographical area, we show that all three technologies had a positive effect on mathematics results in the north of Italy, with a detrimental effect in the south. We find that the positive effect in the north was driven by low‐attaining schools, while the negative impact in the south was driven by higher attaining schools. No effects were found on Italian language performance, except for a slightly positive impact in the lowest‐achieving schools in all geographical areas. The significance of these results is discussed with regards to future public intervention and research in this field.