Unexpectedly successful schools in a digital age – An analysis of school characteristics of resilient school types based on the IEA study ICILS 2013

Birgit Eickelmann, Julia Gerick, Mario Vennemann

Abstract


The ongoing digitalization poses new challenges to schools concerning computer and information literacy. In this context, the International Computer and Information Literacy Study (ICILS) 2013 has shown that grade 8 students in Germany are scoring near the international average in computer and information literacy. In addition, substantial social disparities concerning computer and information literacy of grade 8 students have been observed. Proceeding from the observation, that on the one hand many schools especially located in challenging areas are particularly engaged in supporting student’s digital literacy and innovatively designing learning with digital media and on the other hand for other domains such as reading literacy and mathematics on the basis of empirical studies it has been identified that some schools in spite of challenging social student bodies have higher average achievement in literacy, this article addresses schools which were unexpectedly successful in the competence area Computer and Information Literacy and aims to investigate how these organizational resilient schools can be classified as a typology based on similar school characteristics and how relevant school characteristics in consideration of school leadership within the four identified different school groups are.

Keywords


ICILS 2013; Educational resilience; Computer and information literacy; School effectiveness; School development in the digital age

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Journal for Educational Research Online/Journal für Bildungsforschung Online (ISSN 1866-6671)