Teaching and learning activities during the COVID-19 pandemic were largely ineffective, and exacerbated existing learning disparities (Dorn et al., 2020; Muscoviz & Evans, 2022). Instructional technologies were a significant component of these teaching and learning activities. Because K-12 teachers' internal beliefs are a significant predictor of technology use (Vongkulluksn et al., 2018), it is important to study changes in teachers' outcome expectations related to instructional technologies during the pandemic. This survey study investigated how K-12 public teachers' instructional technology outcome expectations changed over time during the COVID-19 pandemic. Data were collected in 2018 before the pandemic (n = 826), in May and June of 2020 during the pandemic (n = 387) and in November and December of 2020 (n = 536) Findings indicate that respondents' instructional technology outcome expectations decreased, suggesting that the connection between instructional technology use and valued outcomes significantly declined among K-12 teachers during the pandemic.