The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to examine their own practices with digital technologies. The model combines previous research on school improvement, creation of innovations, and digital technology in education as a special case of innovations and learning as knowledge creation to define six main elements describing an innovative, digital school: visions of the school, leadership, practices of the teaching community, pedagogical practices, school-level knowledge practices and digital resources. The model was applied to investigate three basic education schools. The results indicate that the model worked: we found essential differences between the schools and their best practices and challenges for improvement. It worked particularly well for those elements, which are mainly the responsibility for leadership inside a school. The differences of various elements between schools were not based on socioeconomic background but on the school-level practices. As a conclusion, we suggest that to improve schools with digital technology, all elements of the model should be included in the evaluation and development process.

The rapid and ongoing technological developments and the changes in societal practices require us to update our understanding and skills relating to digital technology use continuously. Various frameworks have been created in recent years to explore the different aspects of digital literacies or digital competencies and a range of newer concepts and dimensions have emerged in the literature aiming to capture the complexity of digital engagement. The main aim of this systematic literature review (SLR) was to map out which elements or issues of critical digital literacies (CDL) relevant for school education currently feature in the academic literature and international policy documents. The secondary aim was to use the findings of the SLR to inform the creation of a research‐based framework for school education. The review process followed a systematic protocol for answering specific research questions. Research articles were sought in two electronic databases—EBSCO (Academic Search Complete) and Web of Science—and policy documents were sought on the Internet using Google search. A total of 139 research articles and policy‐related documents were used for the analysis. The main dimensions based on the analysis were the following (in the order of most hits): E‐safety, Participation and presence, Digital literacy, Media literacy, Digital citizenship, Technology literacy, Information literacy, Data literacy, Digital game literacy, Online learning, Digital creativity and innovation, and Digital well‐being. The emphasis in the research articles was on negative issues, although publications also outlined several positive issues about digitality. The emphases of the research articles and policy‐related documents differed somewhat. The findings of this SLR have implications for researchers, policy makers and educators interested in the changing nature of critical digital literacies and the dimensions and subdimensions relevant for school education. Context and implications: Rationale for the study: This systematic literature review (SLR) identifies the key elements and issues of critical digital literacies (CDL) relevant to school education, as documented in academic literature and international policy documents. In addition, it utilises the findings of the SLR to develop a research‐based framework for CLD in school education. Why the new findings matter: Our findings contribute to capturing the different aspects of CDL in the context of compulsory education and offer original insights with regard to supporting the development of teachers and students' critical digital literacies in the future. Implications for researchers, practitioners and policy makers: This SLR has implications for research as it has highlighted the need to continuously update theoretical models and frameworks relating to CDL. Although certain accepted core dimensions can provide a stable foundation for representing emerging phenomena, it is essential to maintain flexibility to address the technological advancements. An implication for policy making is the recognition of the need for continuous professional development and pedagogical support for teachers and students. The value for educational practitioners is that it elucidates the emerging notions of CDL, and it enables educational institutions to enhance their practices and initiatives related to CDL.

Digital systems are increasingly becoming central to the running of contemporary schools. A range of digital tools are also adopted by teachers to facilitate face to face teaching and learning and more recently to accommodate remote schooling. Similarly, digital technologies lie at the heart of how students support their learning but also interact with peers. These digital practices raise questions in relation to teachers’ own critical digital literacies as well as their role in developing students’ critical digital literacies. This paper presents the findings of a qualitative study that aimed to develop an understanding of teachers’ current experiences and future needs relating to critical digital literacies within school contexts. Drawing on empirical data collected during focus group interviews with primary and secondary school teachers in Finland, Italy, Spain and the UK this paper looks at teachers’ perceptions of critical digital literacies and explores whether and how these are manifested in their practices. Findings revealed that different dimensions of critical digital literacies were more prevalent for each national group and highlighted the disjuncture between how Critical digital literacies (CDL) is defined and perceived in academic research with a stronger emphasis on the “critical” and between the more “twenty-first century skills” oriented policy agendas and curricula which inform teachers’ practice. The paper goes on to discuss the implications of these findings and identifies gaps in relation to teachers’ understandings of critical digital literacies. Last, it offers original insights for future policymaking, research and practice regarding the challenges of supporting teachers with developing critical digital literacies.

The main objectives in building professional learning communities are to improve teachers’ professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants’ perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cultures supported professional collaboration, and the teachers had the knowledge, skills and dispositions to engage in professional collaboration. The challenges were related to structural conditions, especially the lack of collaboration time. Three school profiles were identified in the cluster analysis from the viewpoint of maturity as professional learning communities. Statistically significant differences between the three clusters were found in organizational and operational characteristics.