This study was an examination of the immediate effects of remote learning during the COVID-19 shutdown in New Jersey during Spring 2020. This mixed methods study relied on survey data capturing the experiences, difficulties, and successes of 708 New Jersey public school educators during the first few weeks of the school closures. These educators were teachers, administrators, school librarians, and other school personnel. The disruptions of COVID-19 will leave indelible changes on education in New Jersey and beyond, and this research examines the beginning of these changes. The findings indicate that while educators found support from their administration, they also encountered a spectrum of difficulties relating to the absence of face-to-face contact with students, in addition to success in coping with the situation as well as some success that surpassed their experiences of schooling before the shutdown.

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Students and families who live in remote sections of the United States had unique challenges with remote learning during the COVID-19 pandemic. This multiple case study profiles four families in remote parts of Appalachia in the United States as they lived and learned during the shutdown. These stories highlight the struggles, innovations, and resilience of an often-neglected population in discussions of the digital divide. Each family portrait was developed through in-depth interviews with several generations and a review of related documents.

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