The digitalization of schools not only affects students but also teachers, parents and school authorities. This raises various questions. Central question is the extent to which digitization is to be implemented. However, it is also important to understand what problems occur and what priorities need to be set for digitalization. A continuum between reality and virtuality, as Milgram described it, could be a helpful approach. But it is not enough to just look at one perspective. Opinions and wishes of students, teachers and parents must be taken into account. In addition, decision-makers who have a direct influence on organizational and political decisions must also be included. The interests of these groups are embedded in strategies and laws that represent the political basis of digitalization. The results of surveys, interviews and research show that the idea of a continuum between pure presence learning and pure e-learning is a good approach, but does not cover all aspects of school digitalization. The real problem is the different priorities of those involved and not the levels of digitalization. The purpose of digitalization often fades into the background. Content and pedagogical effectiveness and efficiency must be taken into account alongside technical best practice. The two-dimensional continuum must therefore be expanded into a "cube of school digitalization" whose edges describe the parameters of digitalization.