Promoting Technology Adoption in Schools: Preliminary Evidence from Peru

This paper investigates the effectiveness of different interventions to promote teacher adoption and sustained use of a Computer-Assisted Learning (CAL) platform in public schools in Lima, Peru. The study evaluates three strategies: schoolwide workshops, targeted workshops for selected teachers, and a combination of workshops and personalized coaching. Using a large-scale randomized controlled trial involving low-performing schools, we find that all strategies significantly increased teacher registration and initial student engagement with the platform. Teachers who participated in workshops exhibited more than double the registration rates compared to the control group, and those who received both workshops and coaching demonstrated higher sustained use, as evidenced by a greater share of students connecting regularly and completing exercises. Spillover effects were important. Non-treated teachers in treated schools use the platform significantly more than control teachers. However, platform use declined markedly one year post-intervention, highlighting the necessity for continuous support.