When moving a district to a 1:1 computing environment, a great deal of planning is necessary to ensure the program's success. Implementing this level of change requires those plans to simultaneously look at the big picture of how these devices affect instruction while also dealing with the minute details of supporting such an endeavor. With the introduction of the novel coronavirus, COVID-19, in the United States of America in January 2020, schools had to accelerate this implementation by switching to remote learning that frequently relied on computing devices. Teachers across the country had to change their way of teaching with very little time to prepare. School districts accelerated their plans to implement remote learning, moving toward a 1:1 computing environment and purchasing many technology devices to send home with students. Starting in the 2021-22 school year, students came back to in-person instruction, and now schools continue to deal with the influx of additional hardware on their networks and more computers in their classrooms. This dissertation in practice explored the issues relating to Instructional Technology Planning after the COVID-19 pandemic in school districts. The data was collected through a quantitative survey given to 70 Western New York Regional Information Center districts. In order to support the remote learning phase of COVID-19, districts utilized video conferencing tools, provided devices to students at home, purchased additional educational software, and provided greater internet access to some households. As far as returning to in-school instruction is concerned, most schools indicated through the survey that they did not experience many difficulties with families returning school-owned devices, continued to deploy additional devices to students, did not need to update their campuses' networks or Wi-Fi, and retained the instructional software they bought during the remote-only phase of COVID-19. Both urban/suburban and rural districts demonstrated issues relating to concerns over digital equity and limited internet connectivity when students are at home. These findings indicate the need for additional district resources to promote better digital equity and increased access to affordable high-speed broadband internet for our families at home. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]