Publication record
- Original publication period
- January–June 2020
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Emergency remote teaching placed public-school teachers inside a delivery system that was being assembled while it was already in use. This integrative review distinguishes teacher readiness from simple confidence with technology. Readiness is treated as a chain of five capacities: dependable access, instructional redesign, assessment judgment, learner contact, and organizational support. Literature and policy documents available through 2021 were read comparatively, with attention to the difference between planned online learning and temporary emergency provision. The review finds that individual competence can be neutralized by unstable connectivity, unclear school routines, excessive preparation demands, or the absence of workable low-technology alternatives. It proposes a school readiness dashboard and a staged professional-learning model organized around recurring teaching decisions rather than isolated software training. The article offers an analytic framework, not prevalence estimates or evidence of causal impact.