This study aimed to investigate teachers' perspectives on the effectiveness of technology in mitigating educational loss among English language learners in governmental schools in Bethlehem. To achieve the study's objectives, the researchers used the descriptive approach through the design of the study instrument represented in a questionnaire consisting of (25) items. After verifying validity and reliability, it was distributed to a sample composed of (151) teachers who were selected by a simple random sampling method from the study population with a total of (317). Teachers' perceptions of technology's effectiveness in mitigating educational loss were moderate (3.33), with some areas showing high potential and others requiring targeted enhancements. The findings revealed no statistically significant differences in the mean scores for teachers' perspectives on the use of technology in teaching to mitigate educational loss due to the grade level they teach. Hence, there were statistically significant differences due to the years of experience favoring teachers with less than five years. Additionally, the analysis indicated statistically significant differences in teachers' perspectives due to academic qualifications. Teachers holding postgraduate degrees demonstrated significantly more favorable views on the effectiveness of technology in mitigating educational loss compared to those with only a bachelor's degree. The study recommended comprehensive training programs and instructional manuals for educators to improve proficiency in advanced educational technologies. It also suggested allocating financial resources for essential technologies, maintenance, and repair, along with providing moral and financial incentives to promote their consistent integration.