Collaborative learning is perceived as an important component of Information Communication Technologies (ICT) integration in schools. The purpose of this study was to examine an initiative of the Ministry of Education that promoted intra‐school and inter‐school digital collaborative learning projects. The participants were 159 district ICT leaders, who designed 37 digital collaborative projects containing 73 learning activities to promote inter‐school student interactions. The study was conducted within the qualitative research paradigm through analysis of digital collaborative learning activities. Additionally, the participants were required to share their experiences regarding digital collaboration through an open‐ended online questionnaire. The thematic analysis revealed all four levels of the SAMR model, rating pedagogical changes during technological integration; the most common were the model's two middle levels: Augmentation and Modification. Moreover, we explored the degree of teamwork (information sharing, cooperation, or collaboration), complexity of collaboration (intra‐school vs. inter‐school) and sustainability of collaborative learning within the school culture. Most of the activities reflected the cooperation level of teamwork, while in the highest level—collaboration was less common. Surprisingly, complexity of collaboration and its sustainability in school culture were negatively interconnected. Regarding the extent of collaboration, some activities were categorized as “Islands of innovation,” the majority were comprehensive and conducted on the organizational level, while only few involved the wider community‐parents or other stakeholders. Based on the bottom‐up analysis of pedagogical changes in digital collaboration activities, we suggested a comprehensive e‐CSAMR framework. The implications for educational theory and practice are discussed.

中文翻译：

---

在学校文化中整合数字协作学习及其可持续性的教学变革的特征：e-CSAMR框架

协作学习被视为学校信息通信技术（ICT）集成的重要组成部分。这项研究的目的是研究教育部发起的一项倡议，该倡议促进了校内和校际数字协作学习项目。参加者有159位地区ICT负责人，他们设计了37个数字合作项目，其中包含73个学习活动，以促进校际学生之间的互动。该研究是通过对数字协作学习活动的分析，在定性研究范式下进行的。此外，要求参与者通过不限成员名额的在线调查表分享他们在数字协作方面的经验。主题分析揭示了SAMR模型的所有四个层次，对技术集成过程中的教学变化进行评分；最常见的是模型的两个中间级别：增强和修改。此外，我们探讨了团队合作的程度（信息共享，合作或协作），协作的复杂性（校内与校际）以及学校文化内协作学习的可持续性。大多数活动反映了团队合作的合作程度，而在最高层次上，合作并不常见。令人惊讶的是，协作的复杂性及其在学校文化中的可持续性相互关联。关于合作的程度，一些活动被归类为“创新之岛”，大多数活动是综合性的，并且是在组织层面上进行的，而只有少数人参与了更广泛的社区父母或其他利益相关者。在对数字协作活动中的教学变化进行自下而上的分析的基础上，我们提出了一个全面的e-CSAMR框架。讨论了对教育理论和实践的影响。