This paper reports a study on teaching and learning strategies during the COVID-19 lockdown period (CLP) that were used by the secondary government school teachers and students in Eastern India. These teaching and learning strategies were analysed in relation to their engagement with an initiative called Integrated approach to Technology in Education (ITE). ITE engagement in the pre-CLP involved using project-based learning (PBL) with technology and continuous, practise-based professional development for teachers focusing on integrating constructivist use of technology in their curriculum and pedagogy. A survey and interviews of teachers revealed that teachers with higher ITE engagement in the pre-CLP were more likely to use PBL with technology during the CLP. Students' interviews indicated that this PBL involved deep research and technical skills that were also practised during the CLP using distance technologies. Thus, the study demonstrated adaptation of ITE innovation into a distance mode; the introduction of WebQuests during the CLP improved the likelihood of teachers engaging in project-based teaching and PBL during the CLP. Policymakers, practitioners and researchers are recommended to adopt and continue to study the sustainability of ITE approach in new contexts such as the CLP.