GIVING a child a computer does not seem to turn him or her into a future Bill Gates—indeed it does not accomplish anything in particular. That is the conclusion from Peru, site of the largest single programme involving One Laptop per Child, an American charity with backers from the computer industry and which is active in more than 30 developing countries around the world.

Peru is enjoying an economic boom, but has one of Latin America's worst education systems. Flush with mining revenues, the previous government embraced the laptop initiative. It spent $225m to supply and support 850,000 basic laptops to schools throughout the country. But Peruvians' test scores remain dismal. Only 13% of seven-year-olds were at the required level in maths and only 30% in reading, the education ministry reported last month.

An evaluation of the laptop programme by the Inter-American Development Bank (IDB) found that the children receiving the computers did not show any improvement in maths or reading. Nor did it find evidence that access to a laptop increased motivation, or time devoted to homework or reading. The report applauded the government for providing much-needed hardware: less than a quarter of Peruvian households had a computer in 2010. But it now needs to improve teacher-training and the curriculum, said Julian Cristia of the IDB. Above all, the classroom environment needs to change.

Part of the problem is that students learn faster than many of their teachers, according to Lily Miranda, who runs a computer lab at a state school in San Borja, a middle-class area of Lima. Sandro Marcone, who is in charge of educational technologies at the ministry, agrees. “If teachers are telling kids to turn on computers and copy what is being written on the blackboard, then we have invested in expensive notebooks,” he said. It certainly looks like that.