Learning with technology during emergencies: A systematic review of K‐12 education

Abstract

Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. What is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

“…during an emergency or crisis" [4] (pp. [1][2][3][4][5][6][7][8][9][10][11][12][13], it addresses problems primarily concerning the general teaching and learning levels and puts content and subject-related problems in the background.…”

“…It is caused by "a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances" [4] (pp. [1][2][3][4][5][6][7][8][9][10][11][12][13], i.e., to quickly set up temporary solutions for maintaining and enabling teaching despite spatial distance. Due to the urgency of shifting lessons to an online format, the term "panic-gogy" is also used to describe the situation both teachers and learners found themselves in during the spring of 2020 [9,10].…”

“…On the other hand, teachers all over the world reorganized their teaching methods rapidly and-mainly by means of digital media and the internet [11]-found solutions to tackle upcoming problems [3,12] and created a new form of continuity in education [13]. In this paper, we aim to compare the teaching practices employed during the ERT phase and those of the subsequent phase, the "new normal" [14], post-ERT phase, using Germany and Spain as examples.…”

Challenges to Learners in Interpreting Self as Other, Post COVID-19

“…Although reported that pandemic school closures affected 94% of the world's student population [86] according to UNESCO, the greatest percentage of students impacted by these closures was 82.8%, occurring 30 March 2020 [87]. After declaration of the pandemic, mid-March 2020, in-class meetings were no longer permitted for learners and schooling proceeded online.…”

Perspective Chapter: Perspectives on the Emergency Remote Assessment during the COVID-19 Pandemic

“…Social distancing, face masks wearing in public places and stay-at-home measures were recommended, to "flatten the curve" and slow the spread of COVID-19. Reportedly, the pandemic affected 94% of the world's student population, educational institutions struggling to diminish the impact of the crisis [7]. Buildings were untouched, the population was not displaced, but traditional educational face-to-face interactions were put on hold for an indefinite period.…”