TY - JOUR TI - Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review AU - Crompton, Helen AU - Burke, Diane AU - Jordan, Katy AU - Wilson, Samuel T2 - Journal of Research on Technology in Education AB - 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. DA - 2021/04/06/ PY - 2021 DO - 10.1080/15391523.2021.1899877 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 1539-1523 ST - Support provided for K-12 teachers teaching remotely with technology during emergencies UR - https://doi.org/10.1080/15391523.2021.1899877 Y2 - 2021/04/08/13:32:10 KW - COVID-19 KW - Teacher education KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:analysis:nopdf KW - _r:CopiedFromEvLib KW - _yl:a KW - disasters KW - emergencies KW - emergency remote education KW - pandemic KW - remote education ER -