Digitalization has altered almost all areas of life and has increasingly been established in schools. The expected potentials are manifold with regard to affective variables such as increased motivation to learn, the optimization of learning processes and the improvement of students’ competencies (Voogt et al., 2018). However, research does not consistently show positive correlations between the use of digital media (e.g. different tools, purposes or frequencies) and increased outcomes. In addition, the phase of interruption of regular teaching during the COVID-19 pandemic is noteworthy, as digitalization has maintained teaching processes in many places during this time. Research on disruption of schooling has mainly shown a decline in competencies, and indicated that digitalization has not been able to help prevent a drop in competencies to the same extent in all countries (Di Pietro, 2023; Kennedy & Strietholt, 2023; König & Frey, 2022). Against this background, the papers of the symposium will examine the overarching question of what potential the use of digital media has in the classroom in an international comparison and which factors are relevant for its effectiveness.

The first presentation by Simon Skov Fougt and Katja Neubert will address the debates about digitization, especially in the Nordic countries after the latest results of PIRLS and PISA showing a decline in students’ competencies. In these rather digitized countries, the decline in the competencies measured could not be fully compensated for by digitization, which was the expectation on many sides. The paper discusses an explanatory approach based on PIRLS data with a special focus on Denmark amongst the Nordic countries to the question how digitalization can nevertheless be seen as a positively influencing factor on reading literacy in fourth grade during the pandemic.

The second contribution by Ramona Lorenz, Ulrich Ludewig and Nele McElvany will broaden the perspective to several European countries. Given inconsistent findings on the effects of digital media depending on the purpose of use and differences according to the socio-economic background of the students, the paper explores the question of how digital schoolwork is related to reading literacy in fourth grade and if differences between countries and between European regions can be found. With data form PIRLS 2021 a multi-group two level model with cross-level interaction shows that no systematic negative relations between digital reading and reading literacy can be found but some positive relations at specific levels or in specific countries appear. Regional differences will be discussed in depth.

The third contribution by Fazilat Siddiq and Ronny Scherer consistently provides insights in how digital media should be used in a purposeful way so that digitalization can have the desired effect on students` competencies. Even if education systems worldwide have integrated digitalization, there is still a huge need for teachers to gain a better understanding and professional knowledge for implementing digital media in a reasonable manner. A theory-driven and research-based teaching program was developed to support teachers in enhancing lower secondary students` 21st century skills. By means of thematic analysis and network analysis, learning experiences within this teaching program are examined. Important implications for digitalization in schools complete the contribution.

The symposium concludes with a comprehensive discussion and thorough appraisal of the three contributions by Rolf Strietholt.

Di Pietro, G. (2023). The impact of covid-19 on student achievement: Evidence from a recent meta-analysis. Educational Research Review, 100530. Kennedy, A. I., & Strietholt, R. (2023). School Closure Policies and Student Reading Achievement: Evidence Across Countries. Educational Assessment, Evaluation and Accountability, 35, 475–501. König, C., & Frey, A. (2022). The impact of covid-19-related school closures on student achievement¬ – a meta-analysis. Educational Measurement: Issues and Practice, 41(1), 16–22. Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2018). Second Handbook of Information Technology in Primary and Secondary Education. Springer. https://doi.org/10.1007/978-3-319-71054-9