The presence of mobile technologies within preschool and elementary classrooms has been increasing, yet review studies which measure the effectiveness of mobile technologies to support children's literacy achievement remains scarce. The purpose of this study is to conduct a systematic review to examine the influence of mobile technologies on prekindergarten-5th grade students' literacy achievement between 2007 and 2019. Findings are reported according to study characteristics, followed by the patterns and trends related to achievement within and across literacy domains (phonics, phonemic awareness, fluency, vocabulary, comprehension, writing). We provide mobile device and app use strategies for teachers, while mapping clear research pathways for educational researchers and digital designers, with the ultimate goal of advancing the use of mobile technology to improve children's literacy achievement.

Purpose Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching. Design/methodology/approach Framed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations. Findings Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility. Practical implications Based on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices. Originality/value The authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.

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