The Use of Educational Technology by Teachers of Students with Hearing Disability to Teach their Students in Inclusive Schools at Qassim Region

Abstract

The main goal of the  current study was to explore the untalizatio of educational technology by teachers of students with hearing impairments in inclusive schools in the Qassim region in their teaching. It also sought to identify the challenges these teachers face in integrating educational technologies and to examine the influence of certain demographic variables (gender, academic qualification, and years of experience) on the level of technology use. The study employed a descriptive methodology using a field survey, targeting a sample of 120 teachers specialized in hearing impairments—comprising 70 male and 50 female teachers—working in inclusive schools across the Qassim region. The results indicated that the overall use of educational technology among teachers of students with hearing impairments was very low. Furthermore, no statistically significant differences were found in the level of technology use based on gender or academic qualification. The study also revealed that teachers face substantial challenges in utilizing educational technologies with their students. Based on these findings, the study emphasized the importance of promoting the integration of educational technology in teaching students with hearing impairments and recommended the provision of specialized training programs to enhance teachers’ competencies and increase the effectiveness of technology in the educational process