Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

Abstract

Abstract:The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled "Modernisation of the Educational Process in Primary and Secondary Schools". The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors

“…For teachers to effectively use technology in the classroom, their belief about their ability to use technology is important. Expounding this view Karolčík and Čipková (2017) point out that successful integration of technology in teaching requires going beyond the building of technological infrastructure to strengthening teachers' confidence in their ability to integrate modern technologies into their specific lessons. Access to technological infrastructures and tools only helps to address the first-level barriers that provide environmental readiness (Li et al, 2018).…”

Molecular Models in Chemistry Education at University and Upper Secondary School - Structure of Amides

“…From the point of chemistry didactics, molecular models fill a gap in contemporary chemistry education methods which rely, in the case of acid-base properties explanation, mostly on verbal exposition of induction and mesomeric electron effect of substituents. Provided chemistry teachers have a good command of theoretical chemistry and computer skills, molecular modelling in their hand can turn into a valuable instrument for chemistry education [17]. The present study demonstrates that acid-base properties of amides depend on the resulting ESP values on the nitrogen and hydrogen atoms of the amidic functional group.…”

E-Course Design of Middle/MTs Teacher Training Using Google Classroom

“…Therefore, it is necessary to legitimize the TPACK framework on every teacher training to improve teacher skills in integrating TPACK in classroom learning. Successfully integrating technology in learning not only rests on information and communication technology (ICT) facilities, but the increase in teacher compatibility in training activities needs to be supported through teacher training (Karolčík & Čipková, 2017). Teaching experience, training, facilities and infrastructure, self-efficacy, and motivation positively affect TPACK teachers (Sojanah, Suwatno, Kodri, &Machmud, 2021).…”

“…Efforts to improve teacher competence need to be improved, primarily related to integrating technology in learning that the problems faced by teachers can be overcome. Integrating the digital learning technology not only through the development of technological infrastructure but also by supporting methodological training in the form of exercise for teachers who aim to improve their competence (Karolčík & Čipková, 2017). Online training provided to teachers impacts teacher competence (Heru & Yuliani, 2020;Ismail & Imawan, 2021;Sulistiyono, 2020).…”