While I have no data to cite here (perhaps this is an idea that could be explored by an enterprising PhD student?), it is my strong suspicion, based on years of observation and work with groups introducing new technologies into education systems and communities in poor and middle income countries, that a 'Matthew Effect in Educational Technology' is observable -- and worth considering.
Just what is a 'Matthew Effect' -- and why should we care about it?
Almost a half-century ago, the sociologist Robert Merton observed (here's the original paper [pdf]) that famous scientists often get more credit for a research finding than a lesser (or un)known scientist does, even where the work of both scientists is very similar. He labeled this phenomenon the 'Matthew Effect', after a verse in the Bible (Book of Matthew 25:29) which roughly translates as 'the rich get richer'. In the words of the sociologist Daniel Rigbey, who wrote a book on the subject:
"Matthew effects tend to confer further advantages on the already-advantaged, other things equal. Of course, other things are never entirely equal. Multiple interacting factors are at play in a complex and connected world. Nonetheless, more than forty years of research findings suggest that Matthew effects are real and potentially powerful determinants of social outcomes in their own right, and especially when they are not countervailed. We simply cannot understand the dynamics of social inequalities in the world today without taking Matthew effects seriously into account."
Following Merton, Keith Stanovich spoke about a Matthew Effect in an educational context, noting that early successes in developing reading skills usually lead to greater successes with reading -- and thus with learning other new skills that build on the existence of good reading skills going forward.
How does this relate to ICT use in education?