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• Before the pandemic, the majority of teachers reported that their main instructional materials provided access to digital instructional materials for all students. We found that most teachers spent less instructional time using digital materials than they did using comprehensive curricula.
• Teachers reported that the digital materials they used most commonly did not fully connect to the content, concepts, and learning activities of their main curricula.
• Teachers whose main prepandemic materials provided digital instructional materials were more likely to grade student work during remote learning and were less likely than teachers whose main prepandemic materials did not provide digital instructional materials to engage in frequent asynchronous communication (e.g., emails, text messages, posts to a learning management system) with students during remote learning.
• Whether teachers' main prepandemic materials provided digital instructional materials was not related to hours of instructional planning, hours of student learning, or the percentage of students completing assignments.

The coronavirus disease 2019 (COVID-19) pandemic forced educators to rapidly adapt to remote learning during spring 2020, resulting in a scramble for teachers to ensure that students had remote access to instructional materials. Understanding how digital materials were used leading up to school closures can shed light on the extent to which teachers were prepared to pivot to full virtual learning and might help identify areas in which additional supports could be helpful in using digital materials for both virtual and in-person instruction.

This Data Note presents a small, focused set of key findings from teacher responses to the spring 2020 American Instructional Resources Survey, which was fielded in May and June 2020. Researchers examine teachers' use of digital and comprehensive curriculum materials during the 2019–2020 school year prior to COVID-19 disruptions and teachers' perceptions about the extent to which their digital materials connected to their main curricula. The authors also consider how teachers' use of digital materials prior to the pandemic was connected to teaching and learning during school closures in spring 2020.

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