References
- Bokayev, B., Torebekova, Z., Davletbayeva, Z., & Zhakypova, F. (2021). Distance learning in Kazakhstan: Estimating parents’ satisfaction of educational quality during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 25-37. https://doi.org/10.1080/1475939X.2020.1865192
- De Saxe, J. G., Bucknovitz, S., & Mahoney-Mosedale, F. (2020). The deprofessionalization of educators: An intersectional analysis of neoliberalism and education reform. Education and Urban Society, 52(1), 51–69. https://doi.org/10.1177/0013124518786398
- Delcker, J., & Ifenthaler, D. (2020). Teachers’ perspective on school development at German vocational schools during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 121-135. https://doi.org/10.1080/1475939X.2020.1857826
- Ewing, L.-A., & Cooper, H. (2021). Technology-enabled remote learning during Covid-19: Perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 39-54. https://doi.org/10.1080/1475939X.2020.1868562
- Fiş Erümit, S. (2020). The distance education process in K–12 schools during the pandemic period: Evaluation of implementations in Turkey from the students’ perspective. Technology, Pedagogy and Education, 30(1), 71-90. https://doi.org/10.1080/1475939X.2020.1856178
- Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2020). The educational response to Covid-19 across two countries: A critical examination of initial digital pedagogy adoption. Technology, Pedagogy and Education, 30(1), 5-23. https://doi.org/10.1080/1475939X.2020.1866654
- Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 137-154. https://doi.org/10.1080/1475939X.2020.1839543
- Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2020). The Covid-19 epidemic: Teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 30(1), 91-105. https://doi.org/10.1080/1475939X.2020.1851752
- Palau, R., Fuentes, M., Mogas, J., & Cebrián, G. (2021). Analysis of the implementation of teaching and learning processes in Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education, 30(1), 179-195. https://doi.org/10.1080/1475939X.2020.1863855
- Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2020). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 107-120. https://doi.org/10.1080/1475939X.2020.1856714
- Reimers, F., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD. http://www.oecd.org/education/
- Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: Digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 30(1), 155-177. https://doi.org/10.1080/1475939X.2020.1854844
- Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2020). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 55-69. https://doi.org/10.1080/1475939X.2020.1854337