Support Provided for K-12 Teachers Teaching Remotely with Technology during Emergencies: A Systematic Review

Autor/inn/en	Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel
Titel	Support Provided for K-12 Teachers Teaching Remotely with Technology during Emergencies: A Systematic Review
Quelle	In: Journal of Research on Technology in Education, 54 (2022) 3, S.473-489 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Katy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1899877
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Elementary School Teachers; Secondary School Teachers; Teacher Competencies; Educational Technology; Teacher Education; Knowledge Level; Needs Assessment; Technological Literacy; Teaching Methods; Access to Computers; Mental Health; Online Courses; Geographic Location; Teacher Characteristics; Foreign Countries; Economic Factors; Intellectual Disciplines; Latin America; Europe; Australia; Asia; Africa + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Wissensbasis; Bedarfsermittlung; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Psychohygiene; Online course; Online-Kurs; Ausland; Ökonomischer Faktor; Geisteswissenschaften; Lateinamerika; Europa; Australien; Asien; Afrika
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01