Bates, R. (2013). Institutional continuity and distance learning: A symbiotic relationship. Online Journal of Distance Learning Administration, 16(3), n3.
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519–546.
Baytiyeh, H. (2019). Mobile learning technologies as a means of maintaining education delivery in crisis situations. International Journal of Information and Communication Technology Education (IJICTE), 15(3), 1–10. https://doi.org/10.4018/IJICTE.2019070101
Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo (2nd ed.). Thousand Oaks: Sage.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). Washington, D.C.: American Psychological Association. https://doi.org/10.1037/13620-004
Cairns, M. R., Ebinger, M., Stinson, C., & Jordan, J. (2020). COVID-19 and human connection: Collaborative research on loneliness and online worlds from a socially-distanced academy. Human Organization, 79(4), 281–291. https://doi.org/10.17730/1938-3525-79.4.281
Capilla, A., Sainz, J., & Sanz, I. (2020, April 21). Rethinking education post-Coronavirus: Lessons from Spain to avoid widening the socioeconomic achievement gap. UNESCO. http://uis.unesco.org/en/blog/rethinking-education-post-coronavirus-lessons-spain-avoid-widening-socioeconomic-achievement
Creswell, J. W. (2013). Research designs: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks: Sage.
Darling-Hammond, L. (2010). Recruiting and retaining teachers: Turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction, 4(1), 16–32. https://doi.org/10.3776/joci.2010.v4n1p16-32
Day, T., Chang, I., Chung, C., Doolittle, W., Housel, J., & McDaniel, P. (2021). The immediate impact of COVID-19 on postsecondary teaching and learning. Professional Geographer, 73(1), 1–13. https://doi.org/10.1080/00330124.2020.1823864
Dedoose (2018). Web application for managing, analyzing, and presenting qualitative and mixed method research data (Version 8.0.35). Manhattan Beach: SocioCultural Research Consultants, LLC. www.dedoose.com
Diez-Gutierrez, E., & Gajardo-Espinoza, K. (2020). Educar y evaluar en tiempos de Coronavirus: La situación en España. Multidisciplinary Journal of Educational Research, 10(2), 102–134. https://doi.org/10.17583/remie.2020.5604
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906
Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175–188. http://www.jstor.org/stable/calicojournal.25.2.175
Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209–218. https://doi.org/10.1007/s10643-009-0341-0
Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173–188. https://doi.org/10.1080/09588220701331394
Laprairie, K. N., & Hinson, J. M. (2006). When disaster strikes, move your school online. Journal of Educational Technology Systems, 35(2), 209–214. https://doi.org/10.2190/D154-XK20-7264-5013
Maitlis, S., & Sonenshein, S. (2010). Sensemaking in crisis and change: Inspiration and insights from Weick (1988). Journal of Management Studies, 47(3), 551–580. https://doi.org/10.1111/j.1467-6486.2010.00908.x
Oskoz, A., & Smith, B. (2020). Unprecedented times. CALICO Journal, 37(2), i–vii. https://doi.org/10.1558/cj.41524
Rush, S. C., Partridge, A., & Wheeler, J. (2016). Implementing emergency online schools on the fly as a means of responding to school closures after disaster strikes. Journal of Educational Technology Systems, 45(2), 188–201. https://doi.org/10.1177/0047239516649740
Rush, S. C., Wheeler, J., & Partridge, A. (2014). Emergency online schools as a means of providing schooling and crisis support after school closings due to catastrophic disasters. International Journal of Emergency Management, 10(3/4), 241–258. https://doi.org/10.1504/IJEM.2014.066481
Sandberg, J., & Tsoukas, H. (2015). Making sense of the sensemaking perspective: Its constituents, limitations, and opportunities for further development. Journal of Organizational Behavior, 36(S1), S6–S32. https://doi.org/10.1002/job.1937
Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, 119, 105578. https://doi.org/10.1016/j.childyouth.2020.105578
Sun, P. P., & Mei, B. (2020). Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: A technology acceptance perspective. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2020.1750430
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, 28(2), 189–199.
Ware, P., & Hellmich, E. (2014). CALL in the K-12 context: Language learning outcomes and opportunities. CALICO Journal, 31(2), 140–157. https://doi.org/10.11139/cj.31.2.140-157
Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks: Sage Publications.
Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sense-making. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133