The challenge revolves around the constraints faced by teachers in the Arabic department due to a rigid and outdated curriculum set by the Ministry of Education. This curriculum severely limits the flexibility and creativity of teachers in integrating technology into their teaching methods. Despite their enthusiasm for educational technology, teachers find themselves unable to effectively utilize these tools within the confines of the curriculum's prescribed content. The curriculum mandates teaching materials that are increasingly irrelevant to students' real-world experiences, containing content that is no longer applicable or engaging. This discrepancy between the curriculum and modern educational needs presents a significant hurdle for teachers striving to prepare students for the challenges of the 21st century. It not only impedes the ability to foster critical thinking and practical skills but also diminishes students' motivation and engagement in the learning process. The challenge is compounded by the educators' desire to innovate and enhance learning experiences through technology. However, the strict adherence to outdated curriculum guidelines restricts their autonomy and creativity, leaving them frustrated and unable to fully leverage technological advancements that could otherwise enrich classroom interactions and student outcomes. In summary, the primary challenge is navigating the tension between the mandated curriculum's outdated content and the educators' aspirations to integrate relevant and impactful technological tools into their teaching practices. This dilemma underscores the pressing need for collaborative solutions that empower educators to adapt and innovate within the constraints of existing educational frameworks.