This paper presents the research design and selected findings from a large research and development project called the Demonstrations School Project in Danish Primary and Secondary education made possible by the Danish Ministry of Education. The project was carried out in 2013-2015. Theory-based intervention Based on reviews and a mapping of practice with digital technologies in Danish schools, we developed a middle range-theory with a set of hypotheses on generative mechanisms and probable effects of school intervention with digital scaffolding. It is important to emphasize that the project was not only centered on the use of digital technologies, but on an innovative didactic approach that would include a particular use of digital technologies, and on methods to address organizational challenges in a more progressive teaching approach. The hypothesis was that increased use of digital technologies does not in itself lead to innovative teaching practices. Increased use of digital technologies can help promote innovative teaching practices, but it depends on a number of critical factors in both the learning environment and the surrounding school context. The hypotheses was that the project would lead to increased motivation, commitment, and well-being in students and that they would develop 21st Century Skills, including ICT literacies and competencies for collaboration, innovation, creativity and problem solving. Methodology The project was designed as a multiple intervention research program (Edwards et al. 2004; Pawson & Tilley 1997) and included a number of interrelated Mixed Methods studies: surveys, semi-structured interviews, structured observations, a structured study of students’ products, and a performance test of students’ 21st Century Skills. In this paper, we focus on the holistic design and selected findings and correlations across data sets from surveys, observations and the performance test. Findings Overall, we can show a number of positive effects of the interventions, but also a number of further challenges for moving schools, teaching practices and use of digital technologies in a more progressive direction. There is a strong tendency to use ICT affirmatively to underpin and reinforce a tradition of teaching with one-way dissemination and individual training. Therefore, it requires a targeted didactic framing and scaffolding to fertilize the affordances of the digital technology. With a design, where didactics, not ICT, is the primary driver, the schools demonstrate a statistically significant effect in promoting co-operation, self-determination and real-life problem solving in the classroom.

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