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

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.

Keywords:

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

Acknowledgements

Removed for blind review.

Funding source declaration

The need for a systematic review on COVID-19 and educational technology was determined by the Building EdTech Evidence and Research (BETER) group organized by Oxford University, UK and funded as a service contract from EdTech Hub

Author agreement/declaration

This is a statement to certify that all authors have seen and approved the final version of the manuscript being submitted. This manuscript has not received prior publication and is not under consideration for publication elsewhere

Permission note

There are no figures in this article that are not original content and therefore no permissions are warranted.

Ethics

This research is a systematic review using existing data, therefore this research did not need to go through ethics review.

Additional information

Notes on contributors

Helen Crompton

Dr Helen Crompton is an Associate Professor at Old Dominion University. Her research is focused on the integration of technology in teaching and learning.

Diane Burke

Dr Diane Burke is a Professor Emeritus at Keuka College, Keuka Park, NY. Her research interests are the learning affordances provided by technology in learning.

Katy Jordan

Dr Katy Jordan is a Research Associate with the EdTech Hub, based at the Faculty of Education, University of Cambridge. Her research interests broadly focus upon the impact of the Internet and digital technologies upon education.

Samuel Wilson

Mr. Samuel Wilson is a Research Assistant at the EdTech Hub within the Overseas Development Institute research team. His research interests concern education in emergencies.