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

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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17

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

10.1080/15391523.2021.1899877

1539-1523
1945-0818

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

2023

EJ1365554