Abstract:
With the recent technological progress and enormous amount of digital
information and data, many countries tend to design their strategic plans to
invest in technology to enhance learning outcomes on the micro and macro
levels. Thus, educational institutions became highly dependent on technology,
particularly on technology-rich environments, during the COVID-19
pandemic. Because of the novelty of the topic, A mixed method was used
through exploratory sequential design in two stages to explore the phenomenon
in more depth by using different research tools to collect data. In the first
stage, qualitative data were collected through interviews with six educational
leaders; then in the second stage, the sample comprised 1,837 teachers for
the collection of quantitative data. The results showed statistically significant
differences in the reality of employing technology-rich environments to offset
learning loss for student with disabilities. In addition, the results demonstrated
teachers’ contributions to achieving technology-enhanced educational
environments. Moreover, this study illustrated the challenges that arise in
applying technology to offset learning loss among students with disabilities.