The 2020 state-mandated school closures spurred by the coronavirus pandemic had a profound impact on the field of education. Effective reflection on this time can provide educators with knowledge that they can apply moving forward to school leadership, instructional practices, professional development, and personalized learning opportunities for students. It is widely accepted that technology has altered the landscape of education by changing the way that learning takes place. The 2020 state-mandated school closures highlighted this notion, because technology was the medium through which virtual learning instruction occurred during this time. As an increasing number of resources are devoted to providing schools with the ability to give students equitable opportunities to master 21st century skills, understanding how technology is effectively integrated into teachers' instructional practices and used for teacher professional development is of the utmost importance. This dissertation surveys research regarding the history of technology in education, effective technological integration in instruction, the relationship between standards-based outcomes for teachers and technology, and the importance of effective professional development. This dissertation is a qualitiative analysis of data collected from the interviews of fifteen teachers working in one large suburban school district in New Jersey. The interview questions were intended to uncover themes among teachers of elementary school, middle school, and high school, in order to compare and contrast the virtual learning in instruction practices of teachers at each of the three school levels. The findings of this study are intended to inform teachers on effective virtual learning instruction practices, assist school leaders designing professional development opportunities for teachers, and guide those creating virtual personalized learning opportunities for students.