@article{crompton_support_2021, title = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies: {A} systematic review}, volume = {0}, issn = {1539-1523}, shorttitle = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies}, url = {https://doi.org/10.1080/15391523.2021.1899877}, doi = {10.1080/15391523.2021.1899877}, 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.}, number = {0}, urldate = {2021-04-08}, journal = {Journal of Research on Technology in Education}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652026}, note = {ZenodoArchiveID: 5652026 Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 10.1111/bjet.13114 10.5281/zenodo.5652026 2339240:258WF4VH 2339240:RAP22KJU 2405685:5UAQ3N5K 2405685:BKMMRYCD 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN}, keywords = {COVID-19, Teacher education, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:CopiedFromEvLib, \_yl:a, disasters, emergencies, emergency remote education, pandemic, remote education}, pages = {1--16}, } @techreport{crompton_inequalities_2021, type = {Working paper}, title = {Inequalities in {Girls}’ {Learning} {Opportunities} via {EdTech}: {Addressing} the {Challenge} of {Covid}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D6PWMC4I}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Crompton, Helen and Chigona, Agnes and Jordan, Katy, , Jordan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.4917252}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4917252 10.5281/zenodo.4917252 2339240:G2X4SJI9 2339240:MUSPGK9F 2339240:MVU3QIHM 2339240:NQF22P32 2405685:B2ABXUCR 2405685:D6PWMC4I 2405685:HW7NU96L 2405685:JWIHBL5M 2405685:PXBXCZ29 2405685:YHC5ZPU8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @article{crompton_learning_2021, title = {Learning with technology during emergencies: {A} systematic review of {K}-12 education}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning with technology during emergencies}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114}, doi = {10.1111/bjet.13114}, abstract = {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.}, language = {en}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel W. G.}, year = {2021}, doi = {10.5281/zenodo.5652042}, note = {ZenodoArchiveID: 5652042 \_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652042 2339240:TJNJX997 2405685:9V69ZAFP 2405685:BDG6N6PJ 2405685:JE8I8566 2405685:YY7LXWQB}, keywords = {COVID-19, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_yl:b, \_zenodo:submitted, disasters, emergencies, emergency remote education, pandemic}, } @techreport{crompton_edtech_2021, type = {Systematic review}, title = {{EdTech} and {Emergency} {Remote} {Learning}: {A} {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Sam and Nicolai, Susan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651932}, note = {ZenodoArchiveID: 5651932 previousDOI: 10.5281/zenodo.4917221 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4917221 10.5281/zenodo.5651932 2405685:V6UCUGBZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @book{crompton_iste_2017, title = {{ISTE} {Standards} for {Educators}}, publisher = {International Society for Technology in Education}, author = {Crompton, Helen}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{crompton_mobile_2020, title = {Mobile learning and pedagogical opportunities: {A} configurative systematic review of {PreK}-12 research using the {SAMR} framework}, volume = {156}, url = {https://doi.org/10.1016/j.compedu.2020.103945}, doi = {10.1016/j.compedu.2020.103945}, abstract = {Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54\% of the studies, 46\% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.}, number = {June}, journal = {Computers and Education}, author = {Crompton, Helen and Burke, Diane}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103945 2405685:3U7PETF4}, keywords = {Mlearning, Mobile learning, SAMR, Systematic review, Technology integration}, pages = {103945--103945}, } @article{shraim_use_2020, title = {The use of technology to continue learning in {Palestine} disrupted with {COVID}-19}, volume = {15}, url = {https://zenodo.org/record/4292589#.YIqV4ehKg1I}, doi = {10.5281/zenodo.4292589}, abstract = {This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.}, language = {eng}, number = {2}, urldate = {2021-04-29}, journal = {Asian Journal of Distance Education}, author = {Shraim, Khitam and Crompton, Helen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC}, keywords = {Online learning, technology, COVID-19, pandemic, emergency remote teaching, covid-19, emergency remote teaching, online learning, pandemic, technology, ⛔ No DOI found}, pages = {1--20}, } @incollection{crompton_diachronic_2014, title = {A diachronic overview of mobile learning: {A} shift toward student-centred pedagogies}, booktitle = {Increasing access mobile learning}, publisher = {Commonwealth of Learning}, author = {Crompton, Helen}, editor = {Ally, M. and Tsinakos, A.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YMPGU356}, } @article{crompton_mobile_2019, title = {Mobile learning and student cognition: {A} systematic review of {PK}-12 research using {Bloom}’s {Taxonomy}}, volume = {50}, copyright = {© 2018 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Mobile learning and student cognition}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12674}, doi = {10.1111/bjet.12674}, abstract = {The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK-12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60\% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40\% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60\% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40\%), followed by literacy (24\%).}, language = {en}, number = {2}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Lin, Yi-Ching}, year = {2019}, note = {shortDOI: 10/gf5f7g KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12674 10/gf5f7g 2339240:ITSJB3B5 2339240:KIEJIK2D 2405685:J23Q8BH4}, keywords = {Reviewed}, pages = {684--701}, } @article{crompton_making_nodate, title = {"{Making} visible" inequity: {Remote} learning with technology during {Covid}-19}, journal = {NORRAG}, author = {Crompton, Helen and Jordan, Katy and Wilson, Samuel and Nicolai, Susan}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ADTLVJKG}, keywords = {⛔ No DOI found}, }