This study aimed to reveal teachers’ view of the degree of educational technology integration in secondary stage Islamic education curricula. The study population comprised (750) secondary stage male and female teachers in Zarqa Educational Directorate, Zarqa. The study sample comprehended (170) randomly-selected secondary stage teachers including (95) males and (75) females in the first semester of the scholastic year 2018/2019. In fulfillment of the study objectives, a 25-item questionnaire was developed. The study demonstrated that the degree of educational technology integration in secondary stage Islamic education curricula, according to teachers, was mediocre and that there were no statistically attributable gender-specific or experience-bound variations in the teachers-perceived educational technology integrability in secondary stage Islamic education curricula.