The teaching and learning in Brazil has shown poor performance when compared to developed countries. Given this scenario, the desire to evaluate what has been done by the government and the schools to change this panorama emerges. The technologies added to traditional educational methodologies have been a path adopted by schools in the state of Sao Paulo. The “flipped classroom” approach, added to the digital resources, has transformed the classrooms into environments of greater interaction, making the student the protagonist of his learning and not just a passive receiver of theories. The digital platforms are increasingly present, and, in this study, we will evaluate the use of some of them in public schools in the state of Sao Paulo. This epistemic study aims to analyse through quantitative-qualitative analysis, the impacts produced by the use and non-use of digital platforms in schools. The evaluation of national exams through the government databases, combined with the perception of a sample of 313 teachers and students from 11 different cities, enabled the observation of the rapid and robust growth of the educational development of schools which are using digital approaches. The enthusiasm of teachers and students due to the improved performance of learning through the use of digital approaches and also the desire of teachers who are not yet using these methods, fuel the desire to embrace it. There is a hope that digital platforms can be a good solution to the learning problems in Brazil and around the world. Is expected that this study motivates new researchers, in an attempt to explore even more in this field.