Impact of Technologies on Chemistry Learning During COVID

A STUDY ON THE “IMPACT OF TECHNOLOGIES IN
LEARNING & TEACHING PROCESSES DURING COVID -19
IN TEACHING CHEMISTRY
THEME: OPTIMIZING THE ‘NEW NORMAL’: INNOVATION IN
CHEMISTRY AND BEYOND
SUB-THEME: NEW SCENARIO OF VIRTUAL EDUCATION IN
CHEMISTRY
Dr. C.V. Suresh Babu1
, R, Elizebeth2
1
Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98402 37456
dr.c.v.suresh.babu@gmail.com
2
Chemistry Mentor, N.S.N. Memorial Senior Secondary School, Chitlapakkam, TN, India
Mobile: +91 6382 207 391
elizebethchem@gmail.com
Online International Conference on
“Life science: Acceptance of the new normal”
August 27th
& 28th
, 2021

IN TEACHING CHEMISTRY
ABSTRACT
This article is a proposal for an empirical study planned to study the impact of Social media
in learning and teaching processes during COVID-19 and its expected impact on post COVID-
19. This study will be exclusively focus on teaching chemistry using the help of Technology
at secondary level.
KEYWORDS: Apps, Chemistry ,Blended learning, Integrated learning, Pedagogy,
Technology.

IN TEACHING CHEMISTRY”
INTRODUCTION
Classroom learning involves face to face interaction among students and it provides a
refreshing and educative atmosphere. Students in classroom learning, actively participate in
asking questions and getting their queries resolved. It provides the dynamic learning experience
in teaching chemistry. Dialogues among individuals lead to flow of conversations and provide
opportunity to share their experiences.
RATIONALE BACKGROUND OF STUDY
Primary objectives
 To Study on the impact of Social media in learning and teaching processes during
COVID-19 and its expected impact on post COVID-19 in Teaching Chemistry
REVIEW OF LITERATURE
 The aim of the research is to find out what attitudes secondary school chemistry teachers
and chemistry preservice teachers assume towards ICT in chemistry education. Further, to
what extent are categories of innovation adopters represented in the sample (Martin Rusek
et al, 2017)
 One way of teaching for understanding is to have students engage in information processing
and problem solving activities that focus on real-world experience, and daily-life chemistry.
Another way is to employ visualization tools for enhancing conceptual understanding
among students by integrating ICT into the curriculum. In the past few years ICT has been
integrated in many chemistry courses (Qing Zhou 2010)
 Chemistry extended knowledge of information and communication technology, with
particular emphasis on tools and methods are used in teaching chemistry at the lower and
upper secondary school level. The traditional chalk and talk method could not help out to
solve the problem of learner and hence the need of ICT as a tool can enhance the knowledge
as well as learning experience. There are many concepts that can be used to describe the
motivational aspect of science teaching and learning (Lokendra Kumar Ojh,.2016)
 It is very unfortunate that in our country more focus on theoretical knowledge rather than
experimental work and ICT can play very important role in this concern. Technology

initiatives can only be successful if they are compatible with the conditions of teaching.
The initiative to incorporate technology effectively into classroom instruction must begin
with the curriculum objectives. The ultimate success of ICTs for learning will be attained
when we stop marveling about the ICTs and apply our minds and emotions to the wonders
of learning.” (Lokendra Kumar Ojh,.2016)
 Computers make possible to visualize sub microscopic and symbolic levels simultaneously,
which help students to visualize connections between three chemical dimensions and de-
velop their mental models. It facilitates learning and leads to deeper understanding of che-
mical concepts (Johannes Pernaa &Maija Aksela, 2009)
 According to chemistry teachers and students perceptions, combination of practical work
through different kind of ICT visualization techniques promote teaching and learning dif-
ficult chemical concepts (Johannes Pernaa &Maija Aksela, 2009).
 It is important for both students and teachers to use ICT regularly in their courses. Students
higher-order thinking skills are enhanced in learning environments where ICT is used
(Lokendra Kumar Ojh, 2016).
 ICT promotes quality education and effective teaching-learning atmosphere for both the
students and teacher. Students exposed to ICT aided instruction were actively involved in
the learning process. Active engagement helps students to construct knowledge and
organize information into meaningful schema (Mayre, R.E., 2003).
 When learners are actively involved in the process of learning, they construct new
information from his/her existing mental framework for meaningful learning to occur either
through the process of accommodation and assimilation (Raji, 2017 & Erinosho, 2015).
 Use of ICT in education it moved to more student centered learning. As world is moving
rapidly towards digital information, the role of ICTs in education becoming more nad more
important and this importance will continue to grow and develop in 21st
century (Dr. Manju
bala, 2018).
 The growing use of ICT as an instructional medium is changing and will likely continue to
change many of the strategies employed by both teachers and students in the learning
processes (Dr. Manju bala, 2018).
 International Society for Technology in Education (ISTE) defines the accommodation of
technology to education as technology to be accessible as other educational tools by
including technology to the process and transforming it a part of processes about the
technology in order to increase the learning in a certain context or in an interdisciplinary

context. ‘Develop research skills. It enables them to learn with fun and therefore creates
the desire for learning in the student. It also benefits for personal learning and repetition’
(Yaylak, E., 2019).
 In a study of science teacher’s beliefs and practices, it was highlighted that not all beliefs
are reflected in practice. Teachers explained that there are many barriers that hinder them
from putting their beliefs into action, for example the changing of teaching approaches
under the pressures of preparing students for examinations. Hence, it was explained that an
understanding of the role of external influences e.g. curriculum, principals etc. was
important to make sense of teachers’ mismatches between their beliefs and practice.
Significantly, these influences militated against constructivist approaches. (D. Donnelly et
al. 2011).
 In science education there increasingly appear concepts of integrated teaching, showing the
student the world in a holistic manner. The principle of universal activity of students in
cognitive, emotional and motivation, as well as in practical sphere is preferred. More and
more often attention is paid to the fact that the contemporary problem is not so much lack
of information as its surplus, and the crowd of information as well as its unnecessary excess
of details may be an effective tool of disinformation. Hence forming in students such skills
as selection, evaluation and organizing of information (forming its structure) seems
justified, so that they can serve drawing conclusions (Veselinovska, S. S. & Kirova, S.,
2016).
 The media was found more compelling, effective, rewarding and valuable in teaching of
chemistry at secondary level; therefore, it is suggested that teachers should employ ICT in
teaching of chemistry. ICT and other teachers should be taken on board in all schools on
priority basis and should be given special training. It is strongly recommended that the
infrastructure of the schools should be designed in such a way that ICT could be used
successfully. (Ishtiaq Hussain et al., 2017).
 ICT acts as the foundation stone of the contemporary world; thus, understanding this
technology and its fundamental concepts is considered as part of the core of education
(UNESCO, 2002)
 Recent articles have examined how chemistry teachers use Social Networks Sites (e.g.
Facebook groups) and social media (e.g. YouTube) to facilitate learning. Blonder and Rap
(2017) found that teachers’ notion regarding what constitutes learning using chemistry
Facebook groups had not changed during the teachers’ training (workshop for chemistry

teachers about technological tools, including Facebook groups), but the teachers’
knowledge about how they can facilitate learning improved. Similarly, to improve the
implementation of YouTube in chemistry teaching and learning, a one-year professional
development course was designed to build the relevant TPCK for using videos in chemistry
lessons, and to increase teachers’ self-efficacy in editing and using videos in chemistry
lessons (Vesna Ferk Savec,2017)
 Comparative research into the strengths and weaknesses of different ICTs, especially the
new technologies integrated with face-to-face environments, to investigate the
characteristics of optimal blends for learning. (Manjot Kaur.,2013)
 Pedagogical frameworks to support blended learning for teachers and students and More
investigation into successful models of professional development and support for
instructors who adopt this new mode of teaching. (Manjot Kaur.,2013)
 Blended learning provides flexibility in learning for both students and teachers. Integration
of the virtual and physical landscapes enables both instructors and students to become
learners, but this is most effective when there is institutional support through the provision
of professional learning and the opportunity for redesigning courses for the most
appropriate blend. (Manjot Kaur.,2013)
 Despite these advances, there is still a gap in addressing the critical or emancipatory
perspectives of education. There is no evidence of ICT-mediation and ICT-assessment
incorporation into critical education approaches. Additionally, there is a new challenge for
institutions: while assessment, practice has been transformed, the institutional expectation
of assessment reimaging is unchanged. For educative institutions, the assessment is an
indicator for standardization. Here, we found a need to design educational policies to be
aligned with the new educational possibilities.( Esperanza Milena Torres-Madroñero,
2020)
 In particular, the following issues need to be considered regarding science teachers’ future
development of TPACK(Technological Pedagogical Content Knowledge):
(1) Continuous care for the availability of up-to-date ICT devices in science
classrooms, including possibilities for the use of students’ own devices;
(2) Availability of in-service training to develop and continuously update teachers’
knowledge and skills for didactically meaningful implementation of ICT in the
teaching practice of science subjects, although most science teachers already use
ICT;

(3) Subject specific ICT-based resources and e-learning platforms accompanied by
training need to be provided to teachers so that their technology related
knowledge can be promoted;
Teacher’s factors:
• Demographic characteristics
• ICT proficiency
• Beliefs related to ICT
• Perceptions about learning with ICT
• Readiness for lifelong learning
Students’ factors:
• General interest for science
• Interest for learning specific science subject
• Interest for learning with ICT
 External support factors:
• Easy availability of ICT devices
• Easy availability of in-service training for meaningful use of ICT in science subject
domain
• Support in school environment
• Supporting communities of science teachers
(4) Encouragement of the participation of science teachers in ICT training to
increase positive beliefs about teaching with ICT and understanding of its
potential in improving students’ learning outcomes in science;
(5) Organisation of training sessions for headmasters and school managers to
support teachers in their continuous TPACK development;
(6) Supporting of the national and international communities of science teachers and
their activities to support teachers’ didactical use of ICT in teaching science
subjects. (Vesna Ferk Savec,2017)
 In short, ICT can be appropriate in certain teaching–learning processes, but it is necessary
to establish the most appropriate teaching strategies not only for their effective integration
into educational settings, but always bearing in mind the context of adequate training for
the society of the 21st century.
 We must take into account, and this is one of the conclusions we wish to reach, that teaching
styles (in our case, as we have developed, we defend the characteristics of holistic education

and use in it the experiences produced in the field of media education) depend on both
experience and previous training. Educational research can therefore make a great deal of
difference.( José Gómez-Galán, 2020)
 In India, most educational institutions used social media platforms such as Facebook,
WhatsApp, YouTube, Google Meet, Telegram, Zoom, and email for teaching. Mishra, L.;
Gupta, T.; Shree, A. Online Teaching-Learning in Higher Education during Lockdown
Period of COVID-19 Pandemic. Int. J. Educ. Res. Open 2020, 100012.
MODES OF TEACHING
TRADITIONAL MODEL
In classroom environment, teachers has lots of methodology to teach them concepts differently
like role-play, debate, making models as group and so on. Teachers come with their own
teaching style and content, to be delivered. Content and consistency can be a concern for the
classroom learning. Classroom learning plays important role in teaching chemistry for higher
secondary students, they have to understand the mechanisms, naming and drawing the structure
of compounds and the teacher ensure that everyone is ‘getting it’, which generally means
(within reason) going at a pace that ensures those who are slower in picking things up don’t
get left behind. Generally classroom learning will therefore be done in work hours, and
depending on the pressure of the job, it might be difficult to find the time to get away. Teacher
and the students in the classroom often really helps to bring the subject ‘alive’, and having a
teacher in the class room can help the students to relate the subject to their own experiences
but classroom learning can be fun by arranging group activities, assignments where students
work together. Such exercises, provide a chance to actively engage in the process of learning.
Also, being in the classroom means that a teacher can give on-the-spot help, over and above
the standard course curriculum and certain drawbacks in classroom teaching is some concept
in chemistry couldn’t visualize (ore refining, preparation of some compounds, recrystallization
and its application) by the students.
SOCIAL MEDIA MODEL/VIRTUAL MODE
No one could have imagined that the academic year would have ended this way. Due to the
pandemic, education begins at home!! Virtual mode teaching changes the way of study in the
current generation. The definition of social media is “the relationships that connect between
networks of people”. The use of social media has also demonstrated increased teacher-student
and student-student interaction because they have a direct pipeline to the teacher via e-mail,
they can solve their doubts and get answered directly. Many students aren't comfortable asking

questions in class for fear of feeling stupid. Teaching chemistry in virtual mode has an
advantages of students to virtualize the atoms and how the atoms are forming compounds by
sharing / transferring of electrons provoke the students to virtualize and think beyond
chemistry. Rather than trying to remember to ask it or forgetting it, but now it’s easy for the
student can send an e-mail to the teacher. Student’s opportunity to learn is enhanced but at the
same time for slow bloomers in the classes are finding difficulty to follow the online classes.
The synchronous online session replaces the actual class time for engaging activities and
instructor-guided problem-solving exercises in the flipped classroom mode. We are using used
social media platforms such as Google Meet, Telegram, Zoom, and Email for teaching.
NECESSITY IS THE MOTHER OF INVENTION
Online classes are challenging platform to the teachers and it’s time to think OUT OF THE
BOX to make the best of a bad situation. The strategies teachers need to navigate them with
confidence to maintain the classroom alive and keep things personable in a digital environment.
During this pandemic, as hard as online teaching might be for us, it’s likely even harder for the
students. Now they’ve gone from classrooms they have only limited source of learning certain
concept like videos, presentations and flipped classrooms. For teachers it’s no longer chalk and
talk method, it’s a time consuming process to create materials, recording the instruction and
posting it online (as with a flipped classroom) is one way of avoiding the hassle, although be
aware that the technical dimensions of this take time as well. The drawback of social media in
education is students may exchange ideas among themselves and thus make the learning
process more interesting, which is not possible in e-learning medium. Especially for the
chemistry subject though the availability of virtual lab stimulations they can’t have a hands-on
experience on practical. Due to the abrupt transition from F2F to online teaching, there was
insufficient time to formally obtain students’ feedback on the strategies that were employed to
achieve engagement during online teaching.
CHALLENGE THE CHALLENGES
Here, another factor that affect the online classes. If a teacher and student perspective based on
assess of internet whether the students have reliable access to technology. There will be a loads
of disturbance during online classes that most of the teachers would’ve familiar with this -
‘ma’am, your voice is not audible’ ‘Network error’ ‘Data over’ ‘No charge, etc.’ Not every
home will always have a reliable internet connection or readily available device for students to
use. When it came to exams, the instructions were made very simple for all to understand. The
assessments took place in the form of ‘take-home exams’. During exams, teacher has a task to

make the students to complete the exam and the answer scripts to be uploaded on time. Then it
comes to tackling unfamiliar software (i.e. converting image to PDF) or using it in a responsible
manner. The main challenge for the students was maintaining the same levels of discipline and
writing the exam honestly being at home. It’s no surprise that more than a few will be tempted
to opt out. It is fairly easy to get distracted being stuck at home with the entire family.
It is observed that the characteristics and behavioural outlook in the classroom studies were not
attained even after finding all other alternatives for carrying out effective knowledge
construction during the pandemic. This proves that school based (face-to-face) education is
still better than learning procedures in a completely new environment.
PARENTS EXPECTATIONS
Now, let’s think about the parent’s view, due to this pandemic they are financially and mentally
low. They are paying huge fees amount to the school and doesn’t have any idea about how
teachers are teaching in the school and what the trend they are following. This online classes
gave a clear idea about the potential and efforts of teachers and feeling satisfied that their
children in a good platform. Tough it’s an online classes, they are spending lots of money to
buy a new gadgets like extra mobile, internet charges, web camera, earphones, anti-screen
specs etc., it cost more than the fees amount. They really want the schools to re-open soon.
CONCLUSION
Naturally, new experiences come with their own challenges and adjustments. The influence of
social media on teaching and learning environment is growing every year and we observed the
implication of social media to the education process and found out about the numerous ways,
benefits and loss. Every challenge has helped us to spot where to improve and think about how
to make improvements. This pandemic situation was something unpredicted; however, if better
steps are taken, then educational losses will be curbed and the construction of knowledge can
become more appreciable and efficient. Well, it is important for the institutions to adopt the
blended learning approach where they can include the traditional learning along with the online
mode of teaching.
ACKNOWLEDGMENT
We thank all our Faculty members, Chemistry Teachers of various schools in Chennai and
our students and other anonymous reviewers for their valuable comments on our draft paper.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.

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