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

被引：25

作者：

Crompton, Helen ^{[1
]}

Burke, Diane ^{[2
]}

Jordan, Katy ^{[3
]}

Wilson, Samuel ^{[4
]}

机构：

[1] Old Dominion Univ, Norfolk, VA USA

[2] Keuka Coll, Keuka Pk, NY USA

[3] Univ Cambridge, Fac Educ, EdTech Hub, Cambridge, Cambs, England

[4] EdTech Hub, Overseas Dev Inst, London, England

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2022年 / 54卷 / 03期

关键词：

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

D O I：

10.1080/15391523.2021.1899877

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：473 / 489

页数：17

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