This study explores the transformative impact of the COVID-19 pandemic on education, focusing on the increased reliance on online learning tools as the "new normal." The study delves into the challenges and opportunities faced by Mississippi schools in integrating technology during the pandemic, examining the perspectives of teachers across diverse districts, including urban, rural, and suburban areas. The research methodology adopts a quantitative approach, utilizing surveys to gather teachers' perceptions, attitudes, and opinions on technology integration after the sudden shift to virtual, online, or hybrid classrooms. The study employs statistical tests, including the Mann-Whitney U test and Kruskal-Wallis ANOVA, to analyze differences in teachers' responses based on gender, years of experience, education levels, and school districts. The findings reveal that, according to the Mann-Whitney U test, there is no significant difference in the perceptions of male and female teachers regarding technology integration. Moving to the Kruskal-Wallis ANOVA test, notable differences emerge in teachers' perceptions based on years of experience. Teachers with 16-20 years and those with 20 or more years of experience express higher mean rank scores in areas such as professional learning, resource provision, learning platforms, and guidance for assessing student performance. The study also explores differences based on teachers' education levels, with the Kruskal Wallis ANOVA test indicating significant variations. Teachers with Specialist degrees exhibit higher mean rank scores in creating strategies for distance learning, while those with a High School Diploma and Specialist degrees lead in providing social and emotional learning during school closures. Regarding school districts, hypothesis four suggesting no significant differences is challenged by the Kruskal Wallis ANOVA test. Noteworthy differences are identified in the availability of technical support or help desk for teachers using online tools and resources. Jackson Public Schools and Clinton Public Schools demonstrate the highest mean rank scores in this area. [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.]