Abstract
The Novel Coronavirus is a catastrophe of note. Almost every country and every facet of our existence have been marked by its turbulent presence. The current crisis has affected businesses, trade, economies and health protocols globally. Education in every country remains distressed. Ever since the announcement of COVID-19 as a worldwide pandemic (March 2020), school closures continue throughout the world, with disruptions to the academic year in the hope of restricting the rapid spread and saving lives. At the time of submitting the authors' research report, more than a year later, the devastation continues. Education is still a significant concern for countries like the United Kingdom, India and South Africa. Amid the chaos of curbing the rapid spread, many learning ecosystems have been repositioned towards technologymediated remote learning. Teaching and learning plunged into unfamiliar territory, with the goal of 'Keeping Learning Open' whilst schools were closed. With only two days to prepare and pool resources, South African schools and teachers rose to the challenge. This research reviews South African primary school teachers' experiences during technology-mediated remote teaching throughout school closures due to the pandemic. Teachers' experiences using ICTs for teaching and learning are integral as education prepares for emergence from the aftermath of the pandemic and into a 'new normal' focused on 21st-century teaching and learning. Key Terms: Technology-mediated teaching, Information Communication Technologies (ICTs), COVID-19, remote teaching, pandemic learning, Technology Acceptance Model (TAM), 21st-Century Learning, Fourth Industrial Revolution (4IR), teachers' experiences, 'new normal'.