The digitalization of every part of personal life challenges schools to prepare students with digital skills needed to handle future expectations in their professional life and to ensure that students have the skillset to be an engaged part of society (Aljanazrah et al., 2022). In this light, initiatives such as the Digital Education Plan of the European Commission or organizations such as the OECD (2020) identify computer- and information-related skills as a central aim of today’s education (European Commission, 2020). In this context, the large-scale assessment (LSA) International Computer and Information Literacy Study (ICILS) of the International Association for the Evaluation of Educational Achievement (IEA) observed that eighth-graders’ computer and information literacy (CIL) is subject to tremendous social disparities in all participating countries (Fraillon et al., 2019). Against the results that students from low socioeconomic status backgrounds score on average significantly lower in all countries that participated in ICILS, a minority of the schools scored high despite their low-SES student body composition (Drossel et al., 2020) and have overcome the digital disparities. Referring to the psychological trait of resilience, these schools are regarded as organizationally resilient (Henderson & Milstein, 2003).

Research on organizationally resilient schools in other educational domains, such as reading, mathematics, or science, suggests that organizationally resilient schools differ from nonresilient schools in their input and process characteristics (Agasisti et al., 2018). For the field of CIL it is shown that the phenomenon of organizational resilience is also widespread in CIL internationally and that the prevalence of resilient schools varies across the selected education systems participating in IEA-ICILS (Drossel et al., 2020). Furthermore, it is demonstrated that organizationally resilient schools share common school characteristics (ibid.).

Nevertheless, the question of how teachers and learners can use digital media to shape teaching and learning processes has not yet been answered in the context of the conditions of digitality in resilient schools. To analyze teachers' use of digital media to promote learning in resilient schools in more detail, this contribution draws on the theory of three basic dimensions of teaching quality (effective classroom management, cognitive activation, supportive climate) (Praetorius et al., 2018). For effective classroom management, research on the use of digital media to support learning at the instructional level suggests that the impact on learning success depends on the learning environment, social form, and modalities (Antoine et al., 2018). With regard to cognitive activation, studies show that digital media contributes to positive changes in effort (Fütterer et al., 2022; Labonté & Smith, 2022). As for the supportive climate, research shows that the introduction of digital media for teaching is perceived as supportive (Hammer et al., 2021). Overall, however, it remains unclear how schools use digital media in the classroom. Therefore, the value of diversity in education can be seen from the link between diversity and the use of digital media. Thus, the desideratum primarily relates to the design of teaching and learning processes in resilient schools, taking into account the three basic dimensions of teaching quality. This contribution therefore focuses on the following research question:  

1. How do resilient schools in Germany conduct the use of digital media to promote learning at the instructional level, taking into account the three basic dimensions of teaching quality such as effective classroom management, cognitive activation, and supportive climate?

The in-depth study on unexpectedly successful schools (UneS-ICILS), funded by the Ministry of Education (BMBF) from 10/2023 til 12/2023 examines precisely these resilient schools. For this purpose, a triangulated research design by analyzing interviews, school documents, videos of school lessons and secondary analysis of ICILS 2018 data is used to identify success factors and common characteristics of the schools that contribute to overcoming digital disparities. From the IEA-ICILS data, 15% (N=36) of the participating schools in Germany are identified as organizationally resilient (Drossel et al., 2020). In these schools the mean socio-economic status (SES) of the eighth graders is below average (lower 40% in Highest International Socio-Economic Index of Occupational Status) and the mean digital competencies can be classified as above average in the overall representative distribution for Germany (Drossel et al., 2020). To answer the research question, interviews and classroom videos were analyzed. Interviews with 7 groups with 5 pupils each and 14 interviews with teachers were organized in the time of 07/09/2021 until 10/01/2022 and analyzed using qualitative content analysis (Mayring, 2004). For the evaluation, deductive and inductive codes were created based on the theory used. For efficient classroom management relevant codes were aspects of heterogeneity, organization and structure, self-directed learning, efficient and goal-oriented use of media. For supportive learning environment the codes support regarding the use of media, usage of media as additional class, common work on concepts, and individual attitude towards media emerged. For cognitive activation the codes cognitive activation using digital tools, videos and software for learning and difficulties of long lasting focus were developed. The observation sample of videos using a quantitative approach (Riordan, 2022) was collected from 11/11/2021 to 11/26/2021 and a total of 12 classroom videos have been recorded at 4 schools. The quality of teaching is assessed by means of an estimation procedure with which the extent of a characteristic was classified in a 1 (is not met) to 4 (met to a great extent) value scale (Ingram et al., 2020). Based on the theory used observers focused regarding efficient classroom management on structuring of the media, dealing with technical glitches, differentiation through media and the pedagogical use of media. Supportive learning environment was assessed by the codes participation in class discussion through media and mutual support in the use of media. The aspect cognitive activation was rated regarding the use of media for comprehension and use of multimedia representations.

The results of the interviews show for efficient classroom management, that support for students in dealing with heterogeneity, media used for exercises differentiated according to knowledge levels, simplified organization of lessons are important factors. Self-directed learning can be promoted by uploading assignments, with leaving the responsibility for completing with the pupils. Also, teachers themselves use media multifaceted. Regarding supportive learning environment, teachers and pupils support each other and mostly additional offerings are provided in e.g. advanced courses. Media concepts were developed jointly and the use shows to depend on individual attitude. The use of tools can stimulate cognitive activation by providing content in a more application-oriented way. The use of learning videos can enable the deepening of content. However, it has shown difficulties in focusing longer. The video analysis shows for classroom management that a structure and a common thread were evident in the media, and teachers dealt effectively with technical disruptions. However, aspects of differentiation through media were little observed and media were hardly used to stimulate cooperative forms of learning. In the case of supportive learning environment, it was found that all or a majority of the students were able to access devices and in dealing with media in the case of technical malfunctions, mutual support was provided resulting in effective solutions. In the case of cognitive activation, there is room for improvement in that media were used to communicate or practice more efficiently, but not used at all to expand knowledge. Also, none of the observed classes reached the highest level of multimedia representation. The results are also of great interest at the european level, as they are addressed as an important factor to manage “the risk of an […] digital divide” (European Comission, 2020, p. 2). in the Digital Education Action Plan (2021-2027).

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