TY - RPRT TI - EdTech and Covid-19: 10 Things to Know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate AB - 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… DA - 2021/// PY - 2021 LA - en PB - EdTech Hub ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - EdTech and Covid-19: 10 things to know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate T2 - EdTech Hub DA - 2020/12// PY - 2020 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _EdTechHub_Output KW - _GS:not_indexed KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodoETH ER - TY - ELEC TI - EdTech and Covid-19: 10 things to know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate T2 - EdTech Hub DA - 2020/12// PY - 2020 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _EdTechHub_Output KW - _GS:not_indexed KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodoETH ER - TY - RPRT TI - Covid-19, EdTech, and Survey Alignment in Education AU - Fitzpatrick, Rachael AU - McIntyre, Nora AU - Wilson, Samuel AU - Rose, Pauline DA - 2020/11/12/ PY - 2020 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/84NR98PF KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted 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 - 2021/04/06/ 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 - TY - JOUR TI - Learning with technology during emergencies: A systematic review of K-12 education AU - Crompton, Helen AU - Burke, Diane AU - Jordan, Katy AU - Wilson, Samuel W. G. T2 - British Journal of Educational Technology 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 - 10.1111/bjet.13114 DP - Wiley Online Library 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 - 2021/05/25/19:07:09 KW - COVID-19 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _yl:b KW - _zenodo:submitted KW - disasters KW - emergencies KW - emergency remote education KW - pandemic ER - TY - JOUR TI - "Making visible" inequity: Remote learning with technology during Covid-19 AU - Crompton, Helen AU - Jordan, Katy AU - Wilson, Samuel AU - Nicolai, Susan T2 - NORRAG KW - ⛔ No DOI found ER -