The COVID-19 pandemic significantly altered K-12 education, compelling physical education (PE) instructors to adapt swiftly to remote teaching. This dissertation explores the integration of instructional technology among Missouri PE teachers, analyzing practices before, during, and after the pandemic. Utilizing a phenomenological approach, the study surveyed 106 educators and conducted 12 in-depth interviews, revealing widespread use of technologies such as heart rate monitors, fitness apps, and platforms like Google Classroom. Findings highlight that school climate, access to resources, and teacher training are pivotal in technology adoption. Veteran teachers demonstrated greater proficiency with advanced tools, while novices showed adaptability but required foundational support. Technology use positively impacted student engagement and activity levels, transforming PE instruction into a more interactive experience. This study underscores the need for ongoing professional development and equitable resource distribution to sustain effective technology integration in PE. The findings offer valuable insights for educators, policymakers, and curriculum developers aiming to enhance PE through innovative digital tools. [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.]