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This article presents the thoughts of six teachers asked to reflect on their experiences planning for and delivering school-led learning from home opportunities during Aotearoa New Zealand's COVID-19 Alert Levels 3 and 4 lockdown at the end of the first term and beginning of the second term 2020. What comes through is the efforts that these teachers made to keep connected with their students, the ways in which they prioritised student wellbeing ahead of formal learning, and the support that came from feeling part of a wider community where they could share their experiences and learn from others. The insights are shared in the hope that they inspire readers to reflect critically on their own experiences of learning to teach from home, identifying positive outcomes, insights into their own practice and motivations, and learnings that will continue to shape their professional practice moving forward.

In an exploratory project over 12 months, we investigated the role and impact of online citizen science (OCS) participation in primary school science education in four schools. Our inquiry focused on the potential of participation in online citizen science projects to support development of science capabilities for citizenship, teacher practices in embedding this new paradigm in their science units, and student behaviour when participating using different digital device setups. Our findings help teachers follow the successful practice of their colleagues who participated in our project. Findings also helped to develop professional development resources that are shared on the Science Learning Hub. We also report insights that have important implications on the development of best practices for purposeful digital device use in classroom settings.

Government-enforced lockdown restrictions associated with preventing the spread of the COVID-19 virus had a series of unintended, negative effects. One group of individuals whose physical and mental health was significantly and disproportionately impacted were those with Parkinson's. However, research has been mainly cross-sectional, with no previous study qualitatively following up participants through both lockdowns and the easing of restrictions. Consequently, this study aimed to provide a detailed understanding of the experience of lockdowns and the easing of restrictions on the physical and mental health of people with Parkinson's. Data from semi-structured interviews collected at four time points across an 18-month period (May 2020 – September 2021) from the same participants (six men and four women) were analysed using interpretative phenomenological analysis. Three themes were derived: (1) Wrestling with a Parkinson's identity, agency and control during the pandemic; (2) The encroachment and acceleration of a Parkinson's future; and (3) Recalibrating priorities from COVID-19 to Parkinson's. As currently the only published study to provide an in-depth longitudinal analysis with this population, we used a more dynamic theoretical account, Strauss and Corbin's theory of illness trajectories, to understand the findings and suggest ways of supporting individuals with Parkinson's in this stage of the pandemic. The scale and breadth of the support needed is a significant challenge for current statutory systems. [ABSTRACT FROM AUTHOR]