The COVID-19 pandemic disrupted education on a global scale and forced schools to utilize emergency remote teaching. The mandatory use of instructional technology during this period both revealed and exacerbated the divide between teachers who embrace classroom technology and those who resist it. This study examined the attitudes of K-12 teachers regarding classroom technology integration and the relationship of those attitudes toward the post-pandemic use of instructional technology. After administering a survey to 101 participants, multiple linear regression analyses revealed insights into how teacher attitudes about technology relate to ongoing usage. Findings from this study suggest that both teachers' attitudes toward technology and their technological self-efficacy built from knowledge are significantly influential on continuance intention. The data from this study helps illustrate how a teacher's technological self-efficacy as well as their attitudes toward the utility, effectiveness, and appropriate role of technology in the classroom can be predictive of their intention to continue utilizing digital tools now that schools have returned to in-person instruction. The technological attitudes and self-efficacy held by teachers and the degree to which those views were reinforced or challenged during the time of mandated use have profound implications for American education. Deepening the understanding of how this unique, pandemic-induced situation impacted teachers' technological attitudes and self-efficacy contributes in a meaningful way to the existing literature and scholarship on the topic of classroom technology integration and the role that it ought to play as a part of best pedagogical practices. [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.]