The purpose of this mixed methods study was to determine faculty instructional technology use at the EUCOE, as well as faculty and student perceptions of that use on student learning. Researchers also looked for differences between graduate and undergraduate faculty, as well as differences between faculty who taught remote courses and those who taught courses with a face-to-face component. In addition, researchers looked at perceptions of changes in instructional technology use due to the COVID-19 pandemic and the methods used for professional learning. Researchers used archival data, as well as questionnaires, interviews, and observation data obtained during the study. Quantitative findings revealed that instructional technology was used primarily as a substitution tool, as outlined in Puentedura's (2006) SAMR model. Additionally, all faculty studied used instructional technology as redefinition significantly less than the other three levels of SAMR. There were no statistically significant differences between instructional technology use between any of the groups tested. The qualitative data analysis revealed five themes: instruction, technology implementation, professional learning, post-pandemic shifts, and student learning outcomes. Findings suggested that while faculty and students have increased their instructional technology use after the COVID-19 pandemic, there has been a mixed measure of self-taught, collaboratively taught, and institution-led training. Faculty and students both agreed that instructional technology can be used to enhance student learning and increase engagement but shared mixed feelings about its overall classroom use. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]