This study examined K-12 public school teachers' classroom technology integration practices during the COVID-19 pandemic emergency remote teaching began. Survey data were collected from 76 K-12 teachers in public schools in a Southcentral U.S. state. The data include teachers' general beliefs about technology, their self-efficacy about technology integration, the support they received, and how frequently they implemented various types of technology-integrated activities. General linear models predicted the factors affecting the frequency of implementing technology-integrated activities as a whole group and between K-6 and 7-12 grade levels. The models showed different prediction impacts between grade levels. A significant impact of self-efficacy and interaction was found between general beliefs and support on implementation frequency for K-6 but not for 7-12. Moderation analysis was performed to further examine the relationship between support and general beliefs on self-efficacy. A simple slope analysis showed positive effects of self-efficacy among teachers who had low-to-average levels of general beliefs on self-efficacy. These findings argue for the importance of support for early-grade teachers with lower levels of general beliefs about technology integration.