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<p>The ongoing digitalization presents challenges for schools, particularly in the use of digital media in instructional teaching and learning processes with the goal of supporting the acquisition of both subject-specific and cross-disciplinary competencies for all students. However, considering digital competencies, it has been shown that these are also subject to social disparities. Nevertheless, ICILS identifies organizationally resilient schools, where students achieve above-average digital competencies despite challenging student compositions. Studies examining subject-specific competencies indicate that organizationally resilient schools share common characteristics. One significant characteristic in this context is the design of teaching quality features. Digital competencies, however, remain under-researched in this regard. Therefore, the present study investigates the fundamental dimensions of teaching quality at resilient schools in the context of the acquisition of digital competencies using data from the BMBF-funded qualitative ICILS in-depth study ‘UneS-ICILS 2018’ (Unexpectedly Successful Schools in the Digital Transformation). For the analysis, 22&#xa0;guided interviews with teachers and seven group interviews with students were content-analyzed concerning efficient classroom management, cognitive activation, and constructive support. The analysis of the dimension of ‘efficient classroom management’ reveals that organization and structure through digital media, such as the use of digital learning platforms, are significant factors. In terms of cognitive activation, the use of digital tools to connect individual prior knowledge is highlighted as important. Additionally, the dimension of ‘constructive support’ indicates the promotion of self-directed learning and the development of support structures for (cooperative) learning with digital media as significant. Inductively, the dimension of ‘content selection and selective focusing’ was added, underscoring the high relevance of acquiring digital competencies in teaching at resilient schools.</p>

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Basisdimensionen der Unterrichtsqualität im Kontext des Erwerbs digitaler Kompetenzen an resilienten Schulen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月5日

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  • Kerstin Drossel,
  • Jan Niemann,
  • Anna Oldak,
  • Birgit Eickelmann

摘要

The ongoing digitalization presents challenges for schools, particularly in the use of digital media in instructional teaching and learning processes with the goal of supporting the acquisition of both subject-specific and cross-disciplinary competencies for all students. However, considering digital competencies, it has been shown that these are also subject to social disparities. Nevertheless, ICILS identifies organizationally resilient schools, where students achieve above-average digital competencies despite challenging student compositions. Studies examining subject-specific competencies indicate that organizationally resilient schools share common characteristics. One significant characteristic in this context is the design of teaching quality features. Digital competencies, however, remain under-researched in this regard. Therefore, the present study investigates the fundamental dimensions of teaching quality at resilient schools in the context of the acquisition of digital competencies using data from the BMBF-funded qualitative ICILS in-depth study ‘UneS-ICILS 2018’ (Unexpectedly Successful Schools in the Digital Transformation). For the analysis, 22 guided interviews with teachers and seven group interviews with students were content-analyzed concerning efficient classroom management, cognitive activation, and constructive support. The analysis of the dimension of ‘efficient classroom management’ reveals that organization and structure through digital media, such as the use of digital learning platforms, are significant factors. In terms of cognitive activation, the use of digital tools to connect individual prior knowledge is highlighted as important. Additionally, the dimension of ‘constructive support’ indicates the promotion of self-directed learning and the development of support structures for (cooperative) learning with digital media as significant. Inductively, the dimension of ‘content selection and selective focusing’ was added, underscoring the high relevance of acquiring digital competencies in teaching at resilient schools.