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This is a qualitative mixed-methods study of an urban school district in New Jersey. A survey of teachers explored their past and current practices with regard to the use of classroom technology, in particular one-to-one devices; and an interview with the district supervisor for educational technology provided detailed information about district plans during and after the shutdown of schools in 2020, due to the COVID-19 pandemic. The pivot to remote learning during the shutdown forced teachers to learn new technological skills and helped them gain confidence in those skills. Many teachers continue to use these skills in the classroom since they returned to in-person teaching and learning. This study provided valuable insight into teachers' experiences and opinions on the use of technology, professional development, one-to-one devices, and helping students thrive in the post-pandemic era. Teachers emphasized the importance of relevant professional development, but the biggest takeaway from this study is that teachers are more than capable of improving both their technology skills and their methods of integration into instruction, provided they are given the necessary time: time to learn, time to practice, and time to give and receive help on their journey towards technological fluency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]