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¶

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? Schools and education authorities with prior investment in technology and digital-learning professional development had greater capacity to respond quickly to online communication and teaching. → 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

The authors' observational reflection (SF2 section) on Scottish primary and secondary schools during the pandemic: prior investment in technology and professional development for digital learning gave schools "a greater capacity to respond quickly". No effect size or test is reported.

"those schools and education authorities who had previously invested in technology and professional development for digital learning, had a greater capacity to respond quickly towards online communication and teaching"

Discussion¶

Related Claims¶

• The Covid-19 pandemic's rapid shift of US K-12 schools to digital learning produced a wealth of digital learning analytics available for improving student learning outcomes — related
• During emergency remote teaching, teachers' professional learning was opportunistic rather than planned, with no clear duration — related
• Rapid shifts from face-to-face to digital delivery during the pandemic forced teachers to sacrifice appropriate designs to meet deadlines — related
• The pandemic made professional learning about online and blended learning immediately relevant and highly sought after by teachers who had previously been difficult to persuade to prioritise it — related
• Edtech coaches significantly supported administrators by providing teacher PD and implementing LMS tools during closures — a narrower finding that bears on this claim
• Studies in which students used familiar online-learning software reported positive achievement effects during school closures — related
• Training providers and instructors faced logistical challenges moving in-person apprenticeship training online but adapted quickly — related
• Media and technology provide affordances but effective use depends on good instructional design and support — a broader claim this one bears on
• The COVID-19 shift to digital revealed inequality in access to education caused by technology access and online delivery that may not address student voice — related
• Prepandemic professional development helped teachers face the pandemic, but pandemic-era compulsory training caused work overload and did not differentiate competency levels — possibly the same claim (merge candidate)
• Digital learning environments during the pandemic raise implications for addressing social inequities and education policy reform — related
• Rapid shifts to digitally-based learning and instruction are often made without properly preparing instructors or developing support structures for them or for learners — related