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.

中文翻译：

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在紧急情况下使用技术学习：对 K-12 教育的系统回顾

由于不安全的健康、环境或政治条件而导致教育建筑损坏或需要关闭学校的紧急情况可能是不受欢迎的教育中断。事实上，最近的 COVID-19 大流行造成了历史上最大的教育中断，影响了世界 94% 的学生人口。在紧急情况下，通过使用紧急远程教育 (ERE) 的继续教育，技术通常被用作危机响应协议的一部分。本研究的目的是确定在紧急情况下如何使用技术来继续远程 K-12 学习。该系统评价包括一个汇总和配置性综合，以检查从 2010 年 1 月到 2020 年 12 月的 11 年间现存的实证工作。遵循严格的 PRISMA 选择过程，来自 48 个国家的 60 篇文章被纳入最终分析。用于学习的策略的扎根编码揭示了以下类别：沟通、交付系统、学生 ERE 准备、伙伴关系、促进学生学习和参与以及资源。技术的接地编码显示，所使用的技术类型分为两大类：基于互联网的和非基于互联网的，其中大多数使用基于互联网的技术。