Item history (LFriese, Thu Aug 25 2022 23:34:52 GMT+0100 (BST))

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
L2 - https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1899877?journalCode=ujrt20
L2 - https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1899877?journalCode=ujrt20
L4 - https://docs.edtechhub.org/lib/IA5XF32V
L4 - https://doi.org/10.5281/zenodo.5652026
L4 - https://zenodo.org/deposit/5652026
L4 - https://zenodo.org/record/5652026
L4 - https://scholar.google.com/scholar?cites=14560136718592938136&as_sdt=2005&sciodt=0,5&hl=en
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KW - _EdTechHub_Output
KW - _GS:indexed
KW - _MELA_seen
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KW - _yl:a
KW - COVID-19
KW - emergencies
KW - emergency remote education
KW - remote education
KW - Teacher education
ER -

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 W. G.
T2 - Journal of Research on Technology in Education
AB - Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
DA - 2021///
PY - 2021
DO - https://doi.org/10.1080/15391523.2021.1899877
DP - Wiley Online Library
VL - n/a
IS - n/a
LA - en
SN - 1467-8535
ST - Learning with technology during emergencies
UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114
Y2 - 2021/06/11/13:08:36
L1 - https://bera-journals.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/bjet.13114
KW - COVID-19
KW - disasters
KW - emergency remote education
KW - emergencies
KW - pandemic
KW - ___working_potential_duplicate
ER -

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///
PY - 2021
DO - 10.1080/15391523.2021.1899877
VL - 0
IS - 0
SP - 1
EP - 16
UR - https://doi.org/10.1080/15391523.2021.1899877
KW - Teacher education
KW - COVID-19
KW - emergency remote education
KW - emergencies
KW - remote education
KW - ___working_potential_duplicate
ER -

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item.extra: DOI: 10.5281/zenodo.5652026 ZenodoArchiveID: 5652026 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652026 10.1080/15391523.2021.1899877 2339240:258WF4VH 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1899877

itemOLD.extra: _eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 10.1111/bjet.13114 2339240:RAP22KJU 2405685:BKMMRYCD
itemOLD.extra:Publisher: Routledge