Trina Harlow, TrinaYang Yang, YangAckermann, SarahDobberstein, BethReeker, BobNeedles, Tim2024-05-302024-05-302023-05-040004-31252325-5161https://hdl.handle.net/2097/44368Many people and organizations worldwide are still trying to gain access to internet services (Buechner, 2020). The quest for the internet is ongoing, just as electricity was once a privilege when it was first invented and made available mainly to only scientists and engineers, then to people of financial means in primarily urban areas (Southern Oral History Program, n.d.), and continues to be a struggle even today in many parts of the world (Odarno, 2017). Thus, the development and implementation of the ever-morphing internet also continually changes. In early 2020, education was caught off guard by the COVID-19 pandemic. As a result, American education’s need for accessible, reliable internet services for all teachers and students became a prominent concern. In this second part of the National Art Education Association’s Public Policy and Arts Administration Special Interest Group 2020 Device and Internet Accessibility Study, various internet complexities of U.S. school art teachers during hybrid and remote teaching will be discussed.©National Art Education Association (NAEA). This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The author(s) retain(s) the right to reprint their work in any other form (digital or print), subject to giving proper credit to the original publication of the work in Art Education.Text10.1080/00043125.2023.2167157