Seventy weeks ago, Carlos VR published a response in the post titled OLPC in Peru: A Problematic One Laptop Per Child Program by Christoph Derndorfer. Carlos VR indicated that:
"With relation to empirical Evidence, excepting the study of Baerjee et al. [1] Which Showed Some short-term effects of ICT in academic performance, MOST of Evidence of Positive Impact of ICT in academic performance is based on Correlational studies, not strong research designs.
On the Contrary, Evidence That shows limited or no effects of ICT in academic performance are based on randomized experimental designs and multilevel modeling (strong and poweful research designs). In the Following you can find more papers showing Evidence That pro-ICT Discourse is more myth than a reality based on Evidence for:
Angrist, J. & Lavy, V. (2002). New Evidence on classroom computers and pupil learning. The Economic Journal, 112, (October), 735-765.
Barrera-Osorio, F. & Leigh L. (2009). The use and misuse of computers in education: Evidence from a randomized experiment in Colombia. Policy Research Working Paper Series 4836, The World Bank.
Fuchs, T. & Wößmann, L. (2004). Computers and student learning: bivariate and multivariate Evidence on the availability and use of computers at home

the behavioral perspective

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