Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review

Resource type
Journal Article
Authors/contributors
Title
Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review
Abstract
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Publication
Journal of Research on Technology in Education
Volume
0
Issue
0
Pages
1-16
Date
April 6, 2021
ISSN
1539-1523
Short Title
Support provided for K-12 teachers teaching remotely with technology during emergencies
Accessed
08/04/2021, 13:32
Library Catalog
Taylor and Francis+NEJM
Extra
DOI: 10.5281/zenodo.5652026 ZenodoArchiveID: 5652026 Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877
Citation
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 0(0), 1–16. https://doi.org/10.1080/15391523.2021.1899877
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