When schools across the United States suspended in-person instruction in an attempt to mitigate the spread of what would become the COVID-19 pandemic, many school districts implemented continuity of education plans that relied on the use of technology. This sudden shift in the method of delivering education has the potential to have lasting impacts on how technology is used in schools. As the primary instructional leader and technology leader, the school principal is responsible for guiding their school through the change process. With the ISTE Standards for Education Leaders as a conceptual framework, this mixed methods study utilized an explanatory sequential approach to investigate the current levels of high school principal technology leadership in Southeast Pennsylvania and explore how the COVID-19 pandemic has impacted principal technology leadership. The quantitative data was collected by administering the Education Leaders Technology Survey instrument to 35 participants, and the qualitative data was collected through semi-structured interviews with 10 participants. Results indicated that there is a positive correlation among each of the technology leadership behaviors and activities outlined in the ISTE Standards, with the highest levels in the areas of empowering leader and visionary planner. There was not a significant difference in principals' technology leadership based on demographics except for school location. Principals in urban schools reported significantly higher levels of visionary planner than those in suburban and rural schools. Principals in urban schools also reported significantly higher levels of connected learner and systems designer than those in suburban locations. The qualitative data analysis indicated that schools increased their focus in the area of empowering leader and visionary planner since the pandemic and that principals' technology leadership significantly shifted toward empowering leader with increases also evident in the areas of visionary planner, systems designer, and connected learner. Further implications of this study include the need to increase professional growth in the area of connected learner and to emphasize the principal's role as a systems designer and an empowering leader who promotes teacher leadership and agency. [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.]