This work focuses on the processes of role and knowledge negotiation between students and teachers in school instruction using digital media. It explores how their interactional strategies affect the acquisition, exchange, and (co-)construction of knowledge, as well as how the integration of digital media in teaching influences social knowledge management processes. The data is based on interviews with teachers and students, as well as video recordings of innovative media-supported teaching practices from six cases of the SITES M2 (Second Information in Education Technology Study Module 2) ranging from primary to secondary education. A central finding is the development of a three-dimensional axis model that allows for a differentiated analysis and evaluation of instructional interactions using digital media.