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Table 2 School-specific characteristics used to evaluate a typology of resilient schools

From: Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain

Characteristics Item formulation and relevant answer categories
School-level antecedents
 Availability of IT-resources in school To what extent do you agree or disagree with the following statements about the use of ICT in teaching at your school?—My school has limited connectivity (e.g. slow or unstable speed) to the Internet (response category: I totally disagree)
 Attitudes of teachers towards the potential of ICT for teaching and learning To what extent do you agree or disagree with the following statements about using ICT in teaching and learning at school?—Helps students to consolidate and process information more effectively (response category: I totally agree)
 ICT-related self-efficacy of teachers How well can you independently deal with the following activities on the computer?—Assessing student learning (response category: I know how to do this.)
Process factors on school level
 Frequency of ICT use in school How often do you use a computer in these settings? At school when teaching (response category: every day)
 Role of fostering students’ computer and information literacy in school In your teaching of the reference class in this school year how much emphasis have you given to developing the following ICT-based capabilities in your students?—Evaluating their approach to information searches (response category: strong emphasis)
 Extent of teacher cooperation for the improvement of learning with ICT To what extent do you agree or disagree with the following practices and principles in relation to the use of ICT in teaching and learning? I work together with other teachers on improving the use of ICT in classroom teaching (response category: I totally agree)