Digitalisation and mediatisation as meta processes, are influencing educational institutions. An ongoing question is how institutions deal with these challenges. Several recent studies focus on using ICT to learn and develop new teaching and learning methods. On the other side, there has been a great deal of interest in modelling and measuring students and teachers' digital literacy. Before the Corona pandemic, digital media use at school in Germany was relatively rare compared to other European countries (Fraillion et al., 2020b). For example, less than a quarter of students (22,8 %) reported using digital media at school for school-related purposes at least weekly (Schaumburg et al. 2018). The European average was 45,8 % and significantly higher (Schaumburg et al., 2018). Students' computer and information literacy in Germany were also lower than the European average (Fraillion et al., 2020a). A survey of teachers in Germany showed, less than one-fifth of teachers reported using a computer in class daily (Lorenz et al. 2017). In this context, a central question is: how can teachers and students be supported to use ICT for school-related purposes and develop digital competencies?

Different models can help to answer this question for particular aspects. For instructional development, the SAMR model (Puentedura 2006) and the Padagogy Wheel (Carrington 2012), provide orientation for learning with media. For teacher education, the TPACK model (e.g., Schmid and Petko 2020, Huwer et al. 2019) and media pedagogy competency models (e.g., Redecker and Punie 2017) provide structuring guidance. However, comparatively few models exist describing the development of schools as a whole in a digitally-driven world and provide empirical insights into changing schools' actual practice.

This paper will describe a design-based research project's initial results about school development processes in the digital age. As a framework, we used the "Four-way model of digital school development" proposed by Zylka (2018). The model is based on Rolff's (2016) school development model, which comprises three central structural moments: Staff Development, Instructional Development, and Organizational Development. Zylka expanded the model to include digitalisation, which is structurally linked to the previously mentioned aspects. The model seemed particularly suited to Communication with school stakeholders. Digitisation processes are more than tools and more than "nice to have" issues for schools. We use the term digitisation more broadly to refer to a transformation process in the interaction of technical and social developments. This definition is a reference to the mediatisation concept (Krotz et al. 2014). This process encompasses diverse opportunities and challenges for schools.

In our project, three schools are assisted on their way to digitally empowered schools. One central research question is how to support school development processes in concrete school practice. The paper describes how digitally different schools have developed under pandemic conditions concerning various projects in schools. We will focus on two significant aspects: Dealing with data privacy issues that have emerged due to teaching and learning with digital media beyond the classroom and the challenges of instructional development beyond individual lessons.

In classical educational research, the practical utility of research is rarely considered a central quality criterion. Therefore there is a common plea for more practice-oriented research in media education (Petko 2011; Reinmann ). Research results' practical relevance and practical benefits in a research project are among the central arguments for practice-oriented and design-based research approaches. Following this argument, we are conducting a design-based research project in the field of school development. We chose an iterative design involving cycles of problematisation of practice, a theory-based design, practical testing, analysis and interpretation of the results (Sesink and Reinmann 2015). The research and development phases served to structure the overall project as well as various sub-projects. Based on the interests and problems of the teachers and school administrators, we started different joint sub-projects. For example, in an elementary school with a special education focus, a project was conducted on selecting specific apps for learning with mobile devices. Another project dealt with the establishment of digital learning platforms at a comprehensive school. Following Sesink and Reinmann (2015, 82), we use qualitative research methods as our primary source. Since February 2020, we started to gather data. We documented process experiences using meeting protocols, research diaries and audio memos. Additional data were collected using individual and group interviews with teachers. Besides, we adapted research methods for the different joint projects at schools.

Teachers and schools often struggle with the complexity of the challenges following digitalisation, even more, if the changes are rapid (e.g. remote teaching due to schools closing). They appreciate particular support and orientation from experts, even though they often need to find unique solutions and make their own decisions. The awareness of data protection issues in educational settings is divers. Teachers are responsible for protecting students data rights. During the pandemic and the unprecedented change to emergency remote teaching, many decisions had to be made without sufficient support. Teaching and learning with digital media happen beyond the classroom and instructional development challenges beyond individual lessons. Our findings give insights into how teachers and schools develop strategies to deal with a rapid transition's complexity and uncertainty.

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