The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic
Abstract
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a matter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure continuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and provide recommendations for how to better prepare and support educators for teaching remotely in times of need.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
Education in Emergencies: A Review of Theory and Research
Burde, D., Kapit, A., Wahl, R. L., Guven, O., & Skarpeteig, M. I. (2017) · Review of Educational Research · doi:10.3102/0034654316671594 · Cited by 310
Cited by
Teachers’ digital competencies in higher education: a systematic literature review
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00312-8 · Cited by 517
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01002-x · Cited by 266
Steinberger, P., Eshet, Y., & Grinautsky, K. (2021) · Sustainability · doi:10.3390/su13094762 · Cited by 32
Srivastava, P., Sehgal, T., Jain, R., Kaur, P., & Luukela-Tandon, A. (2024) · Journal of Knowledge Management · doi:10.1108/jkm-02-2023-0112 · Cited by 15
Flaherty, H. B., Henshaw, L. A., Lee, S. R., Herrera, C., Whitney, K., Auerbach, C., & Beckerman, N. L. (2025) · Studies in Clinical Social Work: Transforming Practice, Education and Research · doi:10.1080/28376811.2025.2517025 · Cited by 1
Metadata
- Authors
- Trust, T., & Whalen, J.
- Venue
- Journal of Technology and Teacher Education
- Published
- 2020
- Volume
- 28
- Issue
- 2
- Pages
- 189-199
- ISSN
- 1059-7069 (ISSN-L)
- OpenAlex
- W3035544828
- Cited by
- 657
- References
- 2
- FWCI
- 157.91
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. https://app.cochat.ai/papers/10.70725/307718pkpjuu
- The paper
- Trust, T., & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education. https://doi.org/10.70725/307718pkpjuu
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
