教室，计算机和信息素养（CIL）的数字化
当今学校面临的主要问题，尤其是在19日期大流行期间，是教室的数字化。尤其是在缺乏资源时，这是一个巨大的挑战。尽管如此，全球的学校与社会经济处于弱势群体的情况下取得了出色的计算机和信息素养成果（CIL）。最近出版的study由Kerstin Drossel，Birgit Eickelmann和Mario Vennemann探索了CIL和这些“组织具有弹性”学校的更深入分析。
组织上有弹性的学校让学生来自社会经济上具有挑战性的环境，达到了平均水平的分数。这项研究旨在找到此类学校，并查看是否可以根据学校和教师特征将它们分类为类型。
组织上有弹性的学校让学生来自社会经济上具有挑战性的环境，达到了平均水平的分数。
2018年IEA国际计算机和信息素养研究收集的14个不同国家的八年级学生的CIL分数（ICILS：https://www.iea.nl/studies/iea/icils/2018) provided the data for the CIL scores.
对于八年级学生的社会经济状况的数据，HISI（用于评估学生社会经济地位的工具）提供了一种国际上可比的学生社会经济状况的衡量标准。
Three types of schools
Organizationally resilient schools had a) HISEI scores from the lower third of the HISEI spectrum and b) CIL scores in the upper third of the CIL spectrum of their countries, respectively. This made it possible to identify schools with a challenging socioeconomic composition achieving high CIL scores.
以下类型的三种类型的学校as discovered:
第一类，“缺乏ICT资源的能力的学校”（71.8％），最常见的是智利以外的最常见的学校，其特征是教师对ICT潜力的总体积极态度和在流程水平上促进CIL的态度。
“Competent schools” (23.2%) had high amounts of teachers with overall positive attitudes toward the potential of ICT, ICT resource availability and their own ICT-related skills. In this type, close to 60% of teachers incorporated ICT in their lessons daily, but the lack of ICT resources was the highest. It was most frequently found in Chile and the United States.
In the third type, “restrained schools” (5.0%), teachers felt that their school didn’t have limited internet connectivity and less than 5% of the teachers in this group use ICT in their daily lessons. This school type could only be identified in Denmark and Germany.
A great opportunity to learn from one another’s education systems has been exposed through this study.
The percentages were the lowest in Kazakhstan, Luxembourg and Moscow and the highest in Finland with every fifth school being organizationally resilient. A total of 107 organizationally resilient schools were found (5.3% of the schools examined); however, the proportions of vary greatly within each individual education system.
韧性学校
Several questions remain open such as: What other reasons are there for students at resilient schools to achieve high CIL scores? Could comparing qualitative and quantitative use of ICT by teachers potentially lead to different results?
A great opportunity to learn from one another’s education systems has been exposed through this study. The results highlight the importance of the European Commission’s digital education action plan. Most importantly, they show that schools across the globe with students in disadvantaged socioeconomic situations are successfully creating effective lessons with ICT using the resources they have so that each student can achieve high CIL competencies.
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