Are Public Schools in Developing Countries Ready to Integrate EdTech into Regular Instruction?

We study the impacts of a program that introduced a computer-assisted learning platform into regular math classes using a randomized control trial in Brazilian primary public schools. Once a week, teachers would take their students to the school's computer lab and teach using a dynamically adaptive platform, instead of their standard math classes. We find no average treatment effect on students' math proficiency. However, we find positive effects of the program on measures of attitudes towards math. Moreover, we find suggestive evidence that the program may have positive effects on proficiency when infrastructure is better, so that it can be implemented using one computer per student. These results highlight the implementation challenges associated with education technology interventions in developing countries