Table 9 Implications of technology use in COVID-19 emergency remote teaching for teachers as implicated in the reviewed studies

Pedagogical

Feeling of detachment from students

• Worsened classroom dynamics and more pronounced hierarchical teacher-student relationship in the new spatial-temporality

Cutri et al. (2020), Eringfeld (2021), Gyampoh et al. (2020), Hadar et al. (2021), Lu (2020), Marshalsey and Sclater (2020), Ren (2020)

• Loss of informal spaces where students can interact further with teachers outside class

Cutri et al. (2020)

• Gap between students’ and teachers’ uses of technologies

Callo and Yazon (2020), Sobaih et al. (2020)

Feeling of the ‘intimacy of distance’

• Development of closer relationships with students (e.g., through learning more about students’ home environments)

Eringfeld (2021), Gao and Zhang (2020), Hadar et al. (2021), Kidd and Murray (2020), Zeng (2020)

• Development of more care and empathy for students

Khoza and Mpungose (2020), Kidd and Murray (2020)

Work-related

Flexibility in time management

• Commuting time being freed up for student support and self-care

Eringfeld (2021), Kidd and Murray (2020), Tejedor et al. (2020)

Work intensification

• Expectations and pressure from teachers themselves and others to work remotely for longer hours

Khan et al. (2020), Kidd and Murray (2020), Lu (2020), Marshalsey and Sclater (2020), Mouchantaf (2020), Said et al. (2021), Watermeyer et al. (2021)

• Expanded teachers’ role and job functions to provide care and psychological support for students

Watermeyer et al. (2021)

• Blurring home/workspaces, private/public boundaries

Khoza and Mpungose (2020), Kidd and Murray (2020), Watermeyer et al. (2021)

Changing work relationships

• Maintenance of relationships with colleagues and organisation of spaces for peer commiseration and networking

Bailey and Lee (2020), Cutri et al. (2020), Khoza and Mpungose (2020), Mouchantaf (2020), Ren (2020), Scherer et al. (2021)

• Less hierarchically-organised workplace for teachers

Eringfeld (2021), Tejedor et al. (2020), Watermeyer et al. (2021)

Cross-cutting

Undermining teachers’ work and the academic profession

• Teachers’ work being reduced to functions of a technician or a curator of digital resources

Watermeyer et al. (2021)

Upholding ethics when teaching in the new context

• Recognition of the need to equip students with critical and reflective thinking capacity when studying and interacting with others online

Dampson et al. (2020), Ghounane (2020), Sales et al. (2020), Sobaih et al. (2020), Tejedor et al. (2020)

• Teachers’ professional deliberation on the proper use of technologies in their teaching in the absence of a code of conduct

Cutri et al. (2020), Diningrat et al. (2020)