A shift from half-day to all-day schooling, as a part of the modernization of the German educational system, has been accompanied by major financial investments and pedagogical all-day school programs in order to address inequalities and to improve students’ learning outcomes. On the path to achieving these aims, the main potentials of all-day schooling are assumed to be connected with the pedagogical potentials of the extended time-frame. This covers extra-curricular activities, which – with regard to the use of new technologies – should support teaching and learning and also improve cross-curricular competencies. In this context, all-day schools may offer better opportunities for using ICT for individualized and project-based learning and to improve computer and information literacy (Eickelmann, Rollett, Weischenberg, & Vennemann, in press). However, only a small body of research has thus far investigated whether these aims and potentials have been transferred into practice. The present contribution refers to this research gap and addresses the following questions: 1. Does the educational use of ICT differ between half-day and all-day students? 2. Are there differences in half-day and all-day students’ computer and information literacy and how are they related to students’ background characteristics? 3. To what extent is ICT used in extra-curricular activities of all-day schools and how do they contribute to students’ CIL? Making use of the representative student samples of the International Computer and Information Literacy Study (ICILS; cf. Fraillon et al., 2014), the presented research questions are answered using a national extension of the international student questionnaires of ICILS. The results show that all-day students demonstrate lower levels of CIL in Germany. In-depth regression analyses reveal that those differences remain stable when taking into account individual student characteristics. Overall, results indicate that there are tremendous challenges that need to be faced in the context of all-day schools when using new technologies to improve teaching and learning and to foster students’ computer and information literacy.

Eickelmann, B., Rollett, W., Weischenberg, J., & Vennemann, M. (2016, in press). Der Erwerb von computer- und informationsbezogenen Kompetenzen von Ganztags- und Halbtagsschülerinnen und -schülern. In B. Eickelmann, W. Bos & J. Gerick (Eds.), ICILS 2013 – Vertiefende Analysen zu schulischen Rahmenbedingungen und Prozessen beim Erwerb computer- und informationsbezogener Kompetenzen. Münster: Waxmann. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age. The IEA International Computer and Information Literacy Study International Report: Springer.