This chapter investigates how the COVID-19 pandemic disrupted and reconfigured temporal structures in education. Drawing on focus group data from nineteen educators working in diverse educational environments, it explores how they navigated dramatic shifts in temporality, tempo, and timing during emergency remote teaching. Using Barbara Adam’s timescapes framework, the analysis reveals how the pandemic scrambled established temporal rhythms, compelling educators to simultaneously manage multiple temporalities while confronting intensified workloads and blurred boundaries between professional and personal time. Digital technologies emerged as both tools of continuity and vehicles for intensifying neoliberal practices, enabling constant surveillance, expectations of perpetual availability, and heightened emphasis on efficiency. The study demonstrates how these temporal disruptions were unevenly experienced, often amplifying pre-existing socioeconomic inequalities, highlighting that time is neither neutral nor universally experienced. By examining these temporal reconfigurations, the chapter discussion shows how time intersects with socioeconomic and technological divides, affecting educator and student learning experiences and access to opportunity.