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To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis. More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Practitioner notesWhat is already known about technology integration for young children during COVID‐19COVID‐19 led to the closure of many schools, requiring teachers to teach online.Barriers to integrating technologies in preschool settings existed before the pandemic.Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic.What this paper addsThis paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction.Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19.During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect online teaching in the future.Educators who perceived greater engagement of children or support from parents were more likely to expect online teaching in the future.Implications for practice and/or policyThis study showed that some preschool teachers integrated technology into their teaching during a pandemic, and future studies can explore how to facilitate or extend this integration after the pandemic.This study showed the need for more interactive online teaching preparation to address young children's learning needs.Some teachers were responsive to feedback from children and monitored their learning during the online teaching process. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic, an exceptional crisis, sparked the introduction of new digital infrastructure to halt the novel coronavirus's spread. This paper explores how such digital infrastructure's impact might reverberate over the long term, by comparing Singapore, Hong Kong, and mainland China's utilization of digital technology in response to the 2003 SARS outbreak, and their responses to the 2020 COVID-19 pandemic. We find that advancements in digital technology since 2003 have boosted governments' surveillance and segregation abilities substantially—most dramatically so in China. Even though some of these new digital interventions are ostensibly designed to be temporary ones to address the needs of the immediate crisis, we argue that the resultant extensions of state power experienced during COVID-19 are likely to have profound long-term effects because they fundamentally affect sociopolitical contexts, institutional capabilities, and digital cultures. We also find that the extent to which governments can extend digital surveillance and segregation abilities during the pandemic is contingent on their respective sociopolitical, institutional, and digital cultural contexts. • COVID-19 pandemic sparked calls for a new digital infrastructure. • We compare 2003 SARS outbreak to COVID-19 pandemic. • New digital technologies increased governments' ability to surveil and segregate. • Their impact on surveillance and segregation will persist post COVID-19. [ABSTRACT FROM AUTHOR]