Home computer access results in negative impacts on math and reading

This study is worth reading, especially since its conclusions are rather counter-intuitive:

Using within‐student variation in home computer access, and across‐ZIP code variation in the timing of the introduction of high‐speed internet service, the authors demonstrate that the introduction of home computer technology is associated with modest but statistically significant and persistent negative impacts on student math and reading test scores. Further evidence suggests that providing universal access to home computers and high‐speed internet access would broaden, rather than narrow, math and reading achievement gaps.