During emergency remote teaching, teachers' professional learning was opportunistic rather than planned, with no clear duration¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ERT professional learning was opportunistic rather than planned and had no clear duration due to uncertainty about when schools would return to normal. → Abaci 2021

Evidence¶

Abaci 2021¶

Abaci, S., Robertson, J., Linklater, H., & McNeill, F. (2021). Supporting school teachers' rapid engagement with online education. Education Tech Research Dev, 69, 29-34. https://doi.org/10.1007/s11423-020-09839-5

q2 · i? · design · r1

Observational reflection (SF1 section) on the conditions of teacher support from the outset of ERT: teachers assembled solutions from resources provided by schools, authorities, universities, technology providers and informal networks, so learning was "opportunistic rather than planned".

"learning was opportunistic rather than planned and there was no clear duration due to the uncertainty about when schools would return to a normal, pre-COVID-19 state"

Discussion¶

Related Claims¶

• ERT teachers recognised the impact of emotion, increased workload, and stretched goodwill on digital learning design and delivery — related
• Schools that had previously invested in technology and professional development for digital learning responded more quickly to the shift to online teaching during COVID-19 closures — related
• Level of preparedness was not a direct indicator of a simple transition to ERT — related
• The Covid-19 pandemic increased the design workload of university teachers as they migrated teaching online — related
• Five themes characterized K-12 teachers' perspectives of the post-COVID 'new normal', including more online or blended learning and uncertainty about what it would look like — related