Technological advancements have increasingly allowed chemistry instructors to integrate instructional technology into their classrooms. These technologies enable student learning by, for example, providing dynamic models of the particulate nature of matter, or providing the instructor with real-time feedback about student understanding. However, in much of higher education, faculty receive training on the functional capabilities of technologies rather than the ways that these tools can be meaningfully and intentionally integrated with evidence-based pedagogy and specific course content. As a result, little is known about the ways in which chemistry faculty combine instructional methodologies (e.g. Peer Instruction or Just-in-Time Teaching) with digital tools (e.g. computer simulations or molecular animations) in undergraduate chemistry courses as well as the benefits to students’ learning as a result of technology-enriched learning environments. The extent to which chemistry faculty integrate technology in their teaching can be described by the technological pedagogical content knowledge (TPACK) framework, which is an extension of Schulman’s pedagogical content knowledge framework. This framework has been underutilized in chemistry education research. As a first step to understanding the integration of technology with pedagogy in chemistry undergraduate classrooms, we apply the TPACK framework to the existing chemical education literature that is intended to introduce instructional technologies to instructors. In this presentation, we will describe the TPACK framework and provide the preliminary results of this investigation of the literature.

Technology integration in the undergraduate chemistry classroom

249th National Meeting (2015)

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