Juan Carlos Cordero, a 47-year-old educational economist from Badajoz and professor at the University of Extremadura, is leading a project financed by the BBVA Foundation that assesses the impact of technology on the educational performance of children and adolescents. This project utilizes data from major international evaluations, such as the PIRLS (focused on primary education) and PISA (secondary education) reports, to draw its conclusions. Cordero highlights that the initial findings of the project, particularly regarding 10-year-old students in Spain, indicate that intensive use of technology in the classroom has a generally limited influence on academic performance.

In his research, Cordero emphasizes that despite the increasing integration of digital devices in education, there is little evidence to support the notion that they lead to significant improvements in key areas such as reading, mathematics, or science. He argues that educational outcomes rely heavily on other factors, including teaching methodologies and the learning environment, rather than solely on the presence of technology within the classroom. He calls for a reevaluation of technology's role in education, suggesting that it may not be the panacea many believe it to be.

The implications of Cordero's findings are significant for policymakers and educators alike. As educational institutions continue to invest heavily in technological resources, understanding the actual impact of these tools on student learning is crucial. If technology does not fundamentally enhance educational outcomes, it may be necessary to explore alternative teaching strategies and prioritize training that strengthens traditional educational practices over merely integrating new technologies.