*2.3.2 COVID and remote learning: using tech*

Much of the work relating to COVID-19 shows that most instruction moved online [4, 5, 8], with some paper-based work delivered where digital infrastructure was lacking [8, 36]. However, moves were made to secure access to appropriate technology and internet access for families who did not have those resources in place. Literature shows that access to paper-based materials required parents to support their children's learning; this was problematic for working parents. Access to printers or devices to submit work for marking/feedback was also noted as problematic for some families [4, 9]. The overall themes arising in studies undertaken in other national settings were that lack of access to appropriate devices and reliable internet connections made accessing 'emergency remote learning' very problematic for families. Cost of technologies and internet access were a barrier to families to access online learning. Many families in England did not have the resources in place at home and subsequently could not access online teaching [37].
