In 2009, some Spanish regions implemented the Program School 2.0 with the purpose of introducing digital methodologies at schools. The aim of this paper is to analyse which part of the variation in reading scores is due to this program. For this purpose, we use data from the Program for International Student Assessment (PISA 2009 and 2012) for 15-year old students attending public schools. We estimate a difference-in-difference model and observe that the net effect derived from an increase in the provision of Information and Communications Technology (ICT) at schools has been positive, although small, in participant regions. However, elapsed time since the onset of the program has not equally affected repeater and non-repeater students. Finally, only a moderate use (1-2 times/week) of ICT for doing homework has a positive effect over reading scores. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]