National Bureau of Economic Research

This paper measures the role of the diffusion of high-speed Internet on an individual's ability to self-isolate during a global pandemic. We use data that tracks 20 million mobile devices and their movements across physical locations, and whether the mobile devices leave their homes that day. We show that while income is correlated with differences in the ability to stay at home, the unequal diffusion of high-speed Internet in homes across regions drives much of this observed income effect. We examine compliance with state-level directives to avoid leaving your home.

We combine nine previously proposed measures to construct an index of political polarization among US adults. We find that the growth in polarization in recent years is largest for the demographic groups least likely to use the internet and social media. For example, our overall index and eight of the nine individual measures show greater increases for those older than 75 than for those aged 18–39. These facts argue against the hypothesis that the internet is a primary driver of rising political polarization.

Information and communication technologies, such as laptops, can be used for educational purposes as they provide users with computational tools, information storage and communication opportunities, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras in 2013 through the program Educatracho. We show that at the end of one school year, the substitution of laptops for textbooks did not make a significant difference in student learning. We additionally conducted a cost-effectiveness analysis, which demonstrated that given the low marginal costs of digital textbook provision, the substitution of three additional textbooks in the program (for a total of five) would guarantee computers to be more cost-effective than textbooks. Therefore, textbook substitution by laptops may be a cost-effective manner to provide classroom learning content.