EMERGENCY REMOTE TEACHING IN K-12 EDUCATION DURING THE COVID-19 PANDEMIC: SYSTEMATIC REVIEW OF TECHNOLOGY USE, PROBLEMS AND FUTURE PRACTICES

Authors

  • Paschalis Saroglou Primary School Teacher, Kalamata, Greece
  • Apostolos Kostas PhD, Laboratory and Teaching Staff, Department of Primary Education, University of the Aegean, Greece

DOI:

https://doi.org/10.46827/ejes.v10i2.4651

Keywords:

emergency remote teaching, Covid-19, k-12 education, systematic review

Abstract

The period of health crisis we are going through due to Covid-19 pandemic has obvious effects on the educational field. The course was temporarily transferred from the physical space of the school classroom to the digital environment. This new condition has led to the emergence of a new form of distance education, which is globally defined as “Emergency Remote Teaching” (ERT). The purpose of this article is a systematic review of the literature in order to investigate issues related to technology used, challenges arisen, as well as future practices proposed during the first two years of the coronavirus pandemic (school years 2019-20, 2020-21) in K-12 education. The search was carried out with predefined criteria at both scientific databases and a list of scientific journals about distance education. The PRISMA protocol was implemented. 46 studies were included in the review. In conclusion, a variety of technological means was used, as well as synchronous and asynchronous applications. The main pedagogical functions of the latter were course conduct, open communication and production-distribution of educational material. Problems and future practices were classified into three categories related to technology (Category 1), pedagogical process (Category 2) and health-psychology issues (Category 3). The first two have the dominant role.

 

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Author Biographies

  • Paschalis Saroglou, Primary School Teacher, Kalamata, Greece

    Paschalis Saroglou is a primary school teacher at Greek public schools. He is currently a PhD candidate at the Aristotle University of Thessaloniki, Early Childhood Education Department. He holds two Master’s degrees in Semiotics & Communication and Educational technology. For the latter, he received a scholarship from Onassis Foundation. His research interests involve social representations in education, semiotic analysis of school textbooks and the use of technology in a school classroom.

  • Apostolos Kostas, PhD, Laboratory and Teaching Staff, Department of Primary Education, University of the Aegean, Greece

    Dr. Apostolos Kostas is Member of Laboratory and Teaching Staff at the University of the Aegean, Primary Education Department, tutor at the Hellenic Open University and director of the Center for Life-Long learning, University of the Aegean. He has participated in various national and EU-funded programs and his research interests include e-Learning, Web 2.0 in Education, Communities of Practice and Learning.

References

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Published

2023-01-29

Issue

Vol. 10 No. 2 (2023)

Section

Articles

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