@techreport{nicolai_edtech_2021, title = {{EdTech} and {Covid}-19: 10 {Things} to {Know}}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, abstract = {EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…}, language = {en}, urldate = {2021-03-09}, institution = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, year = {2021}, doi = {10.5281/zenodo.5651983}, note = {ZenodoArchiveID: 5651983 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5651983 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2405685:26VNTFQU 2405685:94AITL9D 2405685:DQ5URLSY 2405685:GT33JADA 2405685:VJ488Z7L zotzenLib.CopiedFrom: 2339240:C67KNIJR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @techreport{fitzpatrick_covid-19_2020, type = {Working {Paper}}, title = {Covid-19, {EdTech}, and {Survey} {Alignment} in {Education}}, url = {https://docs.edtechhub.org/lib/84NR98PF}, institution = {EdTech Hub}, author = {Fitzpatrick, Rachael and McIntyre, Nora and Wilson, Samuel and Rose, Pauline}, month = nov, year = {2020}, doi = {10.5281/zenodo.4768598}, note = {ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @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}, } @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}, } @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}, }