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Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review

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Crompton, H 
Burke, D 
Wilson, S 


Emergency situations arise in many countries of the world, due to natural disasters, biological, and human caused emergencies (EM-DAT, 2009). Emergency situations can cause great disruption to education, as social distancing measures or physical damage to educational structures put a halt on students being able to attend face-to-face classes. Indeed, the immediate impact of the COVID-19 pandemic disrupted nearly the entire global student population, affecting 94% of students in developed countries and 99% of those in low and middle income countries (UNESCO, 2020). Technology can be used as a bridge to connect students and teachers remotely. Digital learning can be used to extend and enhance teaching and provide an alternative to face-to-face modalities (Xiao, 2018) as well as connect students that live in remote locations (Rehn et al., 2018), or need to attend schools remotely due to poor health (Weibel et al., 2020). Empirical evidence shows that the use of remote learning with technology can also support critical learning approaches, such as student collaboration (Blau et al., 2020), inquiry learning (Mamun et al., 2020), self-regulated learning (Lock et al., 2017), and support students in achievement of learning goals (Freidhoff, 2017). However, remote education in an emergency is different than typical use of technologies during non-emergencies (Bozkurt et al., 2020). Emergency Remote Education (ERE) is reliant on a teachers’ knowledge and skills in quickly implementing technologies and pedagogies remotely. Empirical findings show that teachers may not possess the critical skills and knowledge to put ERE in place (Christensen & Alexander, 2020; Gudmundsdottir et al., 2020). The purpose of this study is to explore how K-12 teachers have been supported to conduct emergency remote education. Studies examined are those published between January 2010 to November 2020 with the primary focus on preparing teachers who work with K-12 students (aged 5–18 years) to conduct ERE.



Teacher education, emergency remote education, COVID-19, remote education, emergencies

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Journal of Research on Technology in Education

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Informa UK Limited


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