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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. / Crompton, Helen; Burke, Diane; Jordan, Katy et al.
In: Journal of Research on Technology in Education, Vol. 54, No. 3, 30.09.2023, p. 473-489.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Crompton, H, Burke, D, Jordan, K & Wilson, S 2023, 'Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review', Journal of Research on Technology in Education, vol. 54, no. 3, pp. 473-489. https://doi.org/10.1080/15391523.2021.1899877

APA

Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2023). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 54(3), 473-489. https://doi.org/10.1080/15391523.2021.1899877

Vancouver

Crompton H, Burke D, Jordan K, Wilson S. Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education. 2023 Sept 30;54(3):473-489. Epub 2021 Apr 6. doi: 10.1080/15391523.2021.1899877

Author

Crompton, Helen ; Burke, Diane ; Jordan, Katy et al. / Support provided for K-12 teachers teaching remotely with technology during emergencies : A systematic review. In: Journal of Research on Technology in Education. 2023 ; Vol. 54, No. 3. pp. 473-489.

Bibtex

@article{250378108eb943c6bf06e62f330b9b7f,
title = "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{\textquoteright}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 = "COVID-19, emergencies, emergency remote education, remote education, Teacher education",
author = "Helen Crompton and Diane Burke and Katy Jordan and Samuel Wilson",
year = "2023",
month = sep,
day = "30",
doi = "10.1080/15391523.2021.1899877",
language = "English",
volume = "54",
pages = "473--489",
journal = "Journal of Research on Technology in Education",
issn = "1539-1523",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - Support provided for K-12 teachers teaching remotely with technology during emergencies

T2 - A systematic review

AU - Crompton, Helen

AU - Burke, Diane

AU - Jordan, Katy

AU - Wilson, Samuel

PY - 2023/9/30

Y1 - 2023/9/30

N2 - 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.

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.

KW - COVID-19

KW - emergencies

KW - emergency remote education

KW - remote education

KW - Teacher education

U2 - 10.1080/15391523.2021.1899877

DO - 10.1080/15391523.2021.1899877

M3 - Journal article

AN - SCOPUS:85103918668

VL - 54

SP - 473

EP - 489

JO - Journal of Research on Technology in Education

JF - Journal of Research on Technology in Education

SN - 1539-1523

IS - 3

ER -