In Aotearoa New Zealand, technology education is a means for teachers to introduce students to future-focused contexts and innovative approaches to learning. When viewed from this lens, there are opportunities for pedagogical practice to be responsive to student interests by developing creative and critical thinking in a variety of technological areas (e.g., Digital Technologies, Design & Visual Communication, Materials and Processing). Recent media coverage in Aotearoa New Zealand promoted the need for increased attention on innovation in New Zealand schools and implied that for such a focus, there were natural associations being made with the use of digital tools for teaching and learning - rather than technology education. The COVID-19 climate has seen an observable change in learning, which has further highlighted that all teachers should have the necessary knowledge and skills to enact curriculum policy - in a range of different ways. The technology education curriculum in Aotearoa New Zealand has an increasing focus on the role of digital technologies and this article reports findings from research, which explored how secondary technology teachers' curriculum practice was impacted by lockdowns during the global pandemic. Semi-structured online interviews and teachers' resources offered insight into three significant stages of transition - before, during, and after the COVID-19 lockdowns, which had implications for their teaching and learning.