Against the odds: Organizationally resilient schools in the digital age

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。Despite this, schools across the globe with students from disadvantaged backgrounds have achieved outstanding results in computer and information literacy (CIL). A recentstudyexplores a deeper analysis of CIL and these “organizationally resilient” schools.


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。



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: provided the data for the CIL scores.

Infographic fromthis full presentation, by IEA (International Association for the Evaluation of Educational Achievement)


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:


“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.

CC0 licensed by Thomas Kolnowski, downloaded from Unsplash


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.