Little research attention has been paidto documenting and analyzing attempts of education systemsmoving quickly and at scale to provide online learning whenall or many schools are closed. Related 'goodpractices' are considered rare, and on the whole,activities and initiatives of these sorts are poorlydocumented, especially when it comes to the needs oflearners and education systems across the so-called'developing world'. That said, it is possible toextrapolate from the existing knowledgebase about the use ofeducational technologies in general over past decades, aswell as from consensus expert and practitioner wisdom andexperience, to offer high-level guidance and 'rules ofthumb' for policymakers forced to make relateddecisions in fast moving, very challenging circumstanceswith little guidance or relevant experience.
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