Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

https://doi.org/10.62574/rmpi.v4i4.226

Teaching experiences on the use of learning and knowledge technologies

(LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y

conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

mariaparra.est@umecit.edu.pa

Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panama,

Panama, Province of Panama, Panama

https://orcid.org/0000-0003-2034-4495

ABSTRACT

Schools in Latin America face the challenge of modifying their educational approach. The

objective of the current research article is to analyze the teaching experiences in the use of

learning and knowledge technologies (LKT) to learn chemistry in secondary schools in the

municipality of San José de Cúcuta, Norte de Santander, Colombia. The study was based on a

phenomenological methodology, with the participation of 03 teachers as key informants. The

incorporation of CAT in chemistry teaching has increased the positive perception of students,

creating an accessible and participatory learning environment. However, the non-academic use

of devices requires specific pedagogical strategies, such as time management and structured

activities that maintain the academic focus. Teacher training in digital competencies is essential

to take advantage of ICTs.

Descriptors: school laboratories; digital skills; computer assisted instruction; chemistry

education. (Source: UNESCO Thesaurus).

RESUMEN

Las escuelas en Latinoamérica se enfrentan al desafío de modificar su enfoque educativo. Para

el actual artículo de investigación se plantea como objetivo analizar las experiencias docentes

en el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química en

instituciones de educación media del municipio de San José de Cúcuta, Norte de Santander,

Colombia. Se fundamentó desde una metodología fenomenológica, participando 03 docentes

como informantes clave. La incorporación de las TAC en la enseñanza de química ha

incrementado la percepción positiva de los estudiantes, creando un ambiente de aprendizaje

accesible y participativo. No obstante, el uso no académico de dispositivos requiere estrategias

pedagógicas específicas, como la gestión del tiempo y actividades estructuradas que

mantengan el enfoque académico. La capacitación docente en competencias digitales es

esencial para aprovechar las TAC.

Descriptores: laboratorio escolar; competencia digital; enseñanza asistida por ordenador;

enseñanza de la química. (Fuente: Tesauro UNESCO).

Received: 17/08/2024. Revised: 19/08/2024. Approved: 03/09/2024. Published: 01/10/2024.

Research articles section

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

INTRODUCTION

Education as a bulwark of any society, from the training of its citizens contributes to different

aspects of life that involve the social, economic, cultural, political and scientific spheres

worldwide (García-Pazmiño et al. 2020). Education is essential to drive the progress and

advancement of a nation, constituting the pillar of its education system. In this context, the skills

and competences of teachers are elementary to achieve educational and pedagogical progress

in the face of social challenges and complexities, especially the need to optimise technological

knowledge (Lule-Uriarte et al. 2023).

Competences establish a set of skills that must be transmitted to students, facilitating their

approach to knowledge through a progression model that ranges from the possibility of

obtaining information that is combined with experience to reaching the ability to innovate

(Trujillo-Flórez, 2022). This reinforces the idea that an integral and digitally competent education

is fundamental for the development of social subjects with broad capacities to face the

challenges of educational and scientific technological progress (Matamala, 2018; Valencia-

Martínez & Correa-de-Molina, 2018). However, schools in Latin America face the challenge of

modifying their educational approach in order to achieve the corresponding responses to the

enormous demands of a global society in constant transformation, which at the same time

demands within the contemporary era to train new students with the support of digital

technologies (Cabero-Almenara & Valencia-Ortiz, 2019). Emphasising that the digital era is

characterised by continuous changes and advances in technology that are part of the lives of

students born in the midst of a technologised education where ICT are part of the daily lives of

students; this requires reinventing and transforming the traditional methodology, which is no

longer aligned with today's society (Poveda-Pineda & Cifuentes-Medina, 2020).

In any case, it is necessary to take advantage of emerging technologies to optimise educational

processes and thus strengthen students' scientific competences, which are decisive in their

education. In this regard, moving towards digitalisation in pedagogical processes leads to the

optimisation of educational processes, teaching strategies, teaching, learning methods and an

increase in assessment scores (Márquez, 2017). In view of this, the Colombian Ministry of

National Education (MEN) highlights the relevance of ensuring lifelong learning in human beings

that allows for the improvement of the skills they will need to perform adequately in the social

sphere and achieve success in the workplace (Hincapié-Parejo & Clemenza-de-Araujo, 2022).

In Colombia, in the stages that define the different grades in both primary and secondary

education, a teaching process is promoted that provides access to scientific, digital, artistic and

humanistic knowledge, integrating social interactions and the natural environment. The main

purpose is to prepare students for higher educational levels and their integration into society

and the world of work, it is necessary to promote the advancement and strengthening of skills

(communication, logical and analytical thinking), to understand and provide solutions to the

problems that are part of everyday life and the challenges that the student must face and solve

where they intervene (education, science and technology) (Arévalo-Duarte et al. 2016; Gallego-

Henao, 2018).

In this scenario, the Colombian state has made adjustments from the educational authorities in

order to achieve in society an education that is consistent with the challenges arising from the

global reality and local complexities. Within this configuration, the social pedagogical strategy

promoted by the Ministry of ICT through guidelines, public policies and key programmes over

time, including "Computadores para Educar", "Plan Nacional", "@prende", "One Laptop Per

Child", "Red Nacional de Computadores en las Escuelas", "Red de Maestros Digitales", "Educar

para el Futuro", has become an intense necessity.

In this perspective, teaching techniques and methodologies in the use of new ICT trends have

become an innovative environment that makes it possible to overcome obstacles in education,

but can also generate new disparities in the same field, being essential to identify the different

knowledge that students have before the possibility of an educational training from the virtuality

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

(Grijalba-Bolaños, 2020; Montero-Mahecha, 2021). In other words, teachers need to be trained

and at the same time updated in order to be able to advance at the pace demanded by their

students, which represents an incursion into new and novel environments (Martínez-Argüello et

al. 2018; Suárez-Navarro et al. 2021).

In this way, the different forms required to teach chemistry combine the theoretical with the

experimental, which is directly related to the conceptual development addressed in the different

spaces (classroom or laboratory), leading to the application of practical mechanisms in the

search for significant collaborative learning (Del-Valle-Calderón & Jiménez-Alonzo, 2024).

However, during the emergency caused by the pandemic situation (covid-19), the use of virtual

simulators and remote laboratories became an innovative alternative to support practical

activities in chemistry teaching during the pandemic. However, these tools presented certain

limitations, particularly in terms of real-time interaction and equitable access for all students. It

also underlines the need to strengthen digital competences in both teachers and students to

facilitate effective adaptation to new educational modalities (Salinas & Pérez, 2023).

Colombian education assumes, through teachers in the different areas of knowledge, an

enormous challenge in the face of technological progress and its implications in education that

leads to an innovative dynamism that needs to be put into practice from teaching through the

incorporation of digital tools that stimulate academic development (Delgado-Rodríguez, 2020).

A transformative approach where a new educational paradigm is established that requires

adjustments in programmes, activities, strategies, technological competences, infrastructure

and equipment that facilitate the determining role of the teacher in the face of constant changes

and the enormous needs of students to learn in a different way as the main actors in the

process (Flores-Tuco & Rojas-Samper, 2024).

There, teachers of natural sciences, especially chemistry, must be guarantors of the

implementation, integration and innovation of these practices in their pedagogical praxis,

continually reflecting on their teaching actions and on the needs of the students of this century.

It follows that in recent years ICT have been used in an incipient way in the educational and

pedagogical work of education professionals without giving them the importance and value that

these trends represent to promote new learning where the student can not only develop their

skills, but also lead the way from mediation to enhance the construction of new knowledge.

This is how CATs have emerged, which, according to authors such as Reynoso-Holguín et al,

(2020)(2020), characterise a concept of innovative educational nature that stems from

technology and knowledge where one of the representations of ICT as an effective means

within the educational training that favours both teachers and students, whose main purpose is

focused on improving the quality and effectiveness of the learning process (p. 128). This

represents the opportunity for change in the face of old traditional teaching schemes that need

to be overcome by the innovation and change offered by ICT.

With regard to the latter, it can be considered that the evolution of ICT towards ICT can be

translated into a simpler element from a transformation in the teacher's pedagogical approach,

through feedback and motivation that accepts innovation as part of the necessary

transformation of learning (González-Martínez, 2021). Within the educational scenario itself,

ICTs emphasise orienting ICTs towards a more didactic and formative use that will strengthen

the acquisition of knowledge and teaching. This implies focusing on academic training methods

and techniques based on the incorporation and use of new digital technologies; it means

appropriation and mastery of ICT beyond just technological skills to promote true knowledge

acquisition (Poveda-Pineda & Cifuentes-Medina, 2020; Rojas-Carrasco et al. 2023).

It is evident that the teacher's pedagogical work shows weaknesses due to the scarce

management and appropriation of ICT, since the use of traditional strategies prevails in which

the student is required to memorise principles and theories instead of fostering a deep

understanding of their application. This reality limits the advancement of the learning process

that promotes experimentation and reasoning. Although experimentation is an attractive

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

strategy for students, many fail to contextualise it and feel motivated by the rigorous method of

execution.

In addition, it is convenient to quote (Monroy-Carreño & Monroy-Carreño, 2018), who state that

throughout the historical process, didactics with respect to the exact sciences has represented a

continuous challenge for educators, considering that it is difficult for them to find effective

strategies to arouse interest and motivation in students, which hinders student learning,

specifically in physics and chemistry, which has been the subject of discussion, due to the fact

that academic performance is traditionally deficient. Teaching science at school level is a

complex process, as the definition of strategies requires special attention due to the

rigorousness of the integrated knowledge, which hinders students' understanding of chemistry

and results in a decrease in their school performance.

This situation also affects the orientation of skills in schoolchildren that can lead to the

strengthening of scientific competences, as the distancing of teachers from ICT as an innovative

teaching element in educational activity has a negative influence on the acquisition of

knowledge and mastery of chemistry content. This shows a gap between instruction and

learning processes, which impacts both the acquisition of new and innovative learning and

academic performance in terms of the implications for scientific skills. This gap reflects a

traditional teaching approach where students are considered passive recipients of information,

limiting their participation and forcing them to memorise procedures. This methodology has a

negative impact on the school population that is part of the new knowledge society, since these

schoolchildren perceive science as something complicated and reject its application in practice.

Likewise, in the classroom, it is shown how the subjective part of the student is scarcely taken

into account, given that notable attention is paid to the development of content, learning styles

are not appreciated, classes are planned for a homogeneous group, which is not the case

because in reality the marked differences between one student and another are evident.

Based on the above, the aim of the current research article is to analyse teaching experiences

in the use of learning and knowledge technologies (LKT) to learn chemistry in secondary

schools in the municipality of San José de Cúcuta, Norte de Santander, Colombia.

METHOD

This article derives from a doctoral project in educational sciences at the Universidad

Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panama, entitled: Design of a

didactic pedagogical model based on CAT as an innovative alternative for the teaching of

chemistry in secondary education in the municipality of San José de Cúcuta, Norte de

Santander, Colombia; addressing issues related to teaching experiences on the use of CAT by

students.

Therefore, it was articulated and based on a phenomenological methodology, allowing us to

understand the subjective experiences of the use of Learning and Knowledge Technologies

(LKT) in chemistry classes, which allowed us to capture the essence of individual and collective

experiences of how LKT transform the dynamics of teaching and learning, as well as the

emotional, motivational and cognitive implications that arise from these interactions.

It should be noted that, in the extensive manuscript of the doctoral project, 12 teachers were

used as key informants; however, for the current research article, 03 teachers (key informants)

with experience in the use of CAT were selected, allowing an immersion in diverse but

representative subjectivities, thus fulfilling the phenomenological objective of capturing the

essence of the experiences. It should be noted that these actors were coded:

Key informant 1: DAQ10IE4

Key informant 2: DAQ11IE4

Key informant 3: DAQ12IE4

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

Phenomenological interviews were used as a data collection technique (Guerrero-Castañeda et

al. 2017), these were semi-structured with open-ended questions that allowed teachers to

reflect on their relationship with ICT, exploring not only their practical perception, but also their

affective perception and the meaning they find in the use of these technologies in chemistry

learning.

The information was coded and analysed using inductive coding, focusing on capturing the

subjective meanings attributed to CTs. This analysis allowed us to identify patterns of meaning

and phenomenological constructs around the use of CTs, emphasising categories such as

positive perception, increased interest, challenges in the appropriate use of devices, and need

for teacher training. Each category is interpreted as a reflection of how CATs impact subject

disposition and academic self-efficacy.

RESULTS

In relation to the experiences of the teachers, the use of ICT in the learning of chemistry is

presented from the interview carried out, describing ontological aspects in table 1, related to the

use of ICT in the learning process of chemistry; as can be seen in the following:

Table 1. Teachers' experiences with the use of ICT in chemistry learning.

DAQ10IE4

DAQ11IE4

DAQ12IE4

1. How do your students

perceive the use of ICT in

chemistry class? Have they

expressed any preferences for

specific tools or resources?

Students love using ICT when

they are applied in the right

way. In terms of tool

preferences, the use of e-

mails and institutional

platforms to communicate, the

institutional platform, the

educational web pages,

applications and the use of

videos stand out. All of this

makes students want to use

ICT, making this favourable for

them and this makes them

change the way they see the

subjects, making them more

interesting and making them

want to participate more and in

some way their academic

performance can be

increased.

1. How do your students

perceive the use of ICT in

chemistry class? Have they

expressed any preferences for

specific tools or resources?

The students perceive the use

of ICT ICT in chemistry classes

in a positive way. They value

the variety in teaching methods,

as it is not always limited to the

blackboard and dictation or

group work with guides. This

diversity shows them that

learning can be organised and

approached in different ways,

which they consider favourable.

In terms of preferences, they

expressed a desire to use

technology in the classroom and

to have access to digital tools.

However, they also point out the

need for more knowledge about

the tools and resources

available to maximise their

effective use.

1. How do your students perceive

the use of ICT in chemistry class?

Have they expressed any

preferences for specific tools or

resources?

There is a great willingness to

work in class using technology,

there is a great motivation and

desire to learn to manipulate the

applications as well as to carry out

the proposed activities. They like

to work with applications that are

brought to them and watch videos

on the subject, but they do not

know other tools to address

specific topics in my area.

2. Have you noticed any

changes in your students'

motivation, participation or

performance since

incorporating CT into your

classes?

By integrating CT in chemistry

teaching, I have observed a

noticeable increase in

students' motivation. They are

generally more enthusiastic

and excited to participate in

the different activities, which

reflects a greater interest and

commitment to learning the

various topics.

2. Have you observed any

changes in your students'

motivation, participation or

performance since incorporating

CT into your classes?

I have observed that by

incorporating CT in chemistry

classes, students are more

attentive and willing to learn.

2. Have you observed any

changes in your students'

motivation, participation or

performance since incorporating

CT into your classes?

Since incorporating CT, I have

noticed an increase in the

motivation and participation of my

students. They are more interested

in interactive activities and

collaborate more in group projects.

The use of digital tools has

improved their understanding of

complex concepts and facilitated

more dynamic learning, which is

reflected in better academic

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

performance.

3. What challenges have you

faced in integrating CT in

chemistry teaching? How have

you managed to overcome

them?

The biggest challenge we

have faced in integrating CT in

chemistry education has been

the misuse of the devices.

Chemistry has been the

misuse of devices. Especially

mobile phones, by some

students. To overcome this

problem, I have implemented

strategies such as establishing

clear rules on the use of

technology in class and using

applications that allow more

efficient control of how the

devices are used. I have also

promoted activities that require

the active participation of all

students, ensuring that they

stay focused on educational

tasks.

3. What challenges have you

faced in integrating CT in

chemistry teaching? How have

you managed to overcome

them?

One of the main challenges is

that when using mobile phones

for educational activities, some

students tend to use them more

for playing than for learning.

They prefer to access games

and other entertainment

platforms rather than consult

digital guides or participate in

planned activities. To overcome

this obstacle, strategies such as

motivating students and setting

specific deadlines for homework

submission have been

implemented. By limiting the

time available and emphasising

the need to use time efficiently,

students become more aware of

the importance of using time

productively.

For example, when it comes to

the use of mobile phones for

different activities, sometimes

young people have their mobile

phones more than anything else

to play than to learn, so when

they have their screens and

their mobile phones, instead of

opening certain things they

prefer to play games or other

video game platforms and not

the ones they are looking at or

want to look at a digital guide or

different activities that can be

planned from the mobile

screens. I have managed to

overcome them by motivating

them and giving them a

deadline, a time to deliver the

activities they have to develop

so that they see that they don't

have all the time, that time is

limited and they want to make

the most of it. Other categories,

we continue in the section.

3. What challenges have you faced

in integrating CT in chemistry

teaching? How have you managed

to overcome them?

Mainly time, curricular objectives,

evaluation processes,

improvement plans and other

pedagogical and institutional

commitments that require

academic spaces must be fulfilled,

and sometimes we fall short of the

time required to implement

alternative strategies.

Another challenge we face is the

poor availability of technological

tools in the institution and spaces

in the institution, there is only the

computer room, but most of the

time it does not have internet, and

there is also little availability for the

use of other academic areas.

Other categories

DAQ10IE4

DAQ11IE4

DAQ12IE4

CT teacher training: Have you

received specific training or

training on the use of CT in

chemistry teaching? What kind

of training would you like to

receive?

Yes, I have received specific

training on ICT in chemistry

teaching, as my master's

degree addressed this topic.

Moreover, I repeat, as a

1. CT teacher training: Have

you received specific training or

training on the use of CT in

chemistry teaching? What kind

of training would you like to

receive?

I have not currently received

training in this area. I would like

to be trained in the use of virtual

laboratories, simulations and

teaching platforms related to

1. CT teacher training: Have you

received specific training or

training on the use of CT in

chemistry teaching? What kind of

training would you like to receive?

I did a specialisation; but I have

not received training in the use of

digital tools and educational

platforms from the institution or the

departmental secretariat. I would

like to receive advanced training in

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

member of the University, I

have the privilege of

participating in different

seminars, talks and meetings

that help us to become more

qualified every day.

compound chemical reactions,

the periodic table and artificial

intelligence applied to chemistry

education. Observing how

developed countries use these

tools in their education

motivates me to learn more

about platforms and

technologies that facilitate

student learning.

interactive simulations and

augmented reality techniques to

create more immersive and

effective learning experiences.

2. Barriers and facilitators:

What factors facilitate or

hinder the integration of ICT

into your teaching practice?

One of the main barriers to the

integration of ICT in teaching

practice is the lack of teacher

preparation. In the use of

these technologies. If a

teacher does not know how to

handle tools such as the

Internet, computers,

smartphones or interactive

tablets, this can significantly

hinder the effective

implementation of ICT in the

classroom. For students, the

challenge lies in ensuring that

they learn to use these

technological tools properly.

Despite these obstacles, ICT

offers great advantages in

facilitating learning by

providing interactive and

accessible resources that

enrich the educational

experience.

2. Barriers and facilitators: What

factors facilitate or hinder the

integration of ICT into your

teaching practice?

Let's say that it can be an

obstacle that we do not always

have access to resources, for

example, a computer room, time

is very limited, for example, one

hour a week to be able to work

with a course, with virtual

simulations or with capsules, to

have access to the computer

room, it would be good if there

were also virtual laboratories,

for example, for chemistry, but

we do not have them and we do

not have the knowledge of how

to use them. Institutional

support is also required, for

example, to have tablet

laboratories with internet where

different reactions, compounds,

well, in short, simulations could

be carried out. It would also be

good if all classrooms were

equipped with video beams or

televisions, with greater access

and ease of use of technology

in order to be able to implement

better teaching.

2. Barriers and facilitators: What

factors facilitate or hinder the

integration of ICT into your

teaching practice?

CT integration is facilitated by

access to technological resources,

institutional support and the

availability of time to plan and

learn new tools. However, it can be

hindered by unequal access to

devices, infrastructure limitations

and the need for continuous

training to keep up with

technological innovations.

3. Assessment of learning:

How do you use CT to assess

your students' learning? What

technology-based assessment

tools or strategies have you

implemented?

To assess my students'

learning, I use a variety of CT-

based tools to facilitate and

enrich the assessment

process. I use platforms such

as Google forms to create and

administer questionnaires and

surveys, and perhaps for

interrogative assessments that

allow for immediate results. In

addition, I use Google Drive to

share and assess

assignments and projects and

to encourage the creation of

mind maps. Students make

use of online tools available

for this purpose. I also ask

3. Assessment of learning: How

do you use CT to assess your

students' learning? What

technology-based assessment

tools or strategies have you

implemented?

In assignments to be submitted

and handed in, in mock

assessment forms for tests to

be seen, on some platforms,

using for example Who Wants

to be a Millionaire? as a form of

assessment.

In terms of technology-based

assessment tools or strategies,

well, the appropriate

development of the capsules,

but the students present it as

such in the notebook, but they

are based on the information

they obtain on the computer

based on the educational

capsules. The forms that they

3. Assessment of learning: How do

you use CT to assess your

students' learning? What

technology-based assessment

tools or strategies have you

implemented?

To assess my students' learning, I

use technological tools such as

interactive quizzes and self-

assessment platforms. I also

implement digital projects where

students can present their work in

creative formats such as videos or

presentations. These tools allow

me to get instant feedback and

adapt the lessons according to the

students' needs.

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

them to send me their

activities and documents via

email or upload them to the

learning platform. This allows

for an organised and efficient

management of their work.

Such tools not only facilitate

assessment, but also promote

continuous interaction and

feedback with students.

develop by answering tests that

are done online and at the end

there is an evaluation according

to the number of questions they

answered, are the evaluation

tools that have been

implemented.

Note: Own elaboration based on key informant interviews.

With regard to table 1 described above, it is evident that a set of knowledge framed in the reality

that is shown in the classroom is presented; in fact, it is presented that the key informant

DAQ10IE4, 2024: which points out:

Students love using ICT when they are applied in the right way. In terms of tool preferences, the

use of e-mails and institutional platforms to communicate stands out, they like the institutional

platform, as well as the educational web pages, applications and the use of videos. All of this

makes students want to use ICT, making this favourable for them and this makes them change

the way they see the subjects, making them more interesting and making them want to

participate more and in some way their academic performance can be increased.

In this sense, it can be seen that the key informants point to a communicative relationship

framed in understanding the dynamics that surround the object of study; thus, curricular

objectives, evaluation processes, improvement plans and other pedagogical and institutional

commitments that require academic spaces must be fulfilled and that sometimes we are short

on time to be able to implement alternative strategies. This converges in the new ways of

teaching. In fact, key informant DAQ12IE4, 2024 points out:

Another challenge we face is the poor availability of technological tools in the institution and

spaces in the institution, there is only the computer room, but most of the time it does not have

internet, and there is also little availability for the use of other academic areas.

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

Figure 1. Students' experiences with the use of ICT in chemistry learning .

Note: Own elaboration.

Figure 1 shows what is the part of the technological tools and their integration to generate with it

a link with the TAC; in fact it is possible to evidence that the TAC become a means to promote

the teaching of chemistry according to what establishes the way for an effective teaching;

reason that leaves the how the actions are allowed for teaching, in such sense it is appropriate

to point out that according to what was found is that actions are going to be generated

according to what is the part of the answers found; It is in this way that a closeness with the

object of study is constituted; with the firm intention of establishing the bases of attention of the

school population; bearing in mind that it is added to it what is the form and way of teaching in

this case chemistry; which responds to the demands of a conventional class pattern. These

aspects can be seen in the SANKEY diagram presented below:

Figure 2. Response intentionality (SANKEY diagram) - 11 .

Note: Own elaboration.

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

According to the SANKEY diagram (Figure 2), it can be seen that the educational innovations

respond to a deepening of the teaching of chemistry; this is how the actions that can respond

with respect to teaching methodologies are constituted, as well as technological integration,

which converges in a pedagogical teaching model and with didactic aspects that focus on

scientific thought, on pedagogical resources and on some of the pedagogical resources. From

this point of view, it is necessary to point out that a compendium of information is assumed that

is framed in what is a pedagogical position that shows the reasons and therefore the

components of the teaching of chemistry from what is the use of the TAC; this is how the bases

of the model that is intended to be generated from the position of the use of technologies

focused on the pedagogical innovations that are currently being experienced are constituted.

Student perceptions

In relation to the perception of the students it is necessary to point out that as it is an action

research it is possible to see that a quantitative instrument was applied to thirty five students;

with the intention of having a vision of what is the incidence of the TAC in the process of

teaching and learning; this is how it is evidenced in a diagnosis (survey type instrument of

multiple response selection); it is important to point out that the above mentioned is assumed

with the intention of having an integral look of the research phenomenon; this is how the bases

of the model that is intended to be implemented are constituted. Reason for which the most

outstanding variables were taken; clarifying that mentioned information is assumed as a

complementary source that allows to define by means of a descriptive statistical analysis that

some elements are assumed that from the perspective of the students it is fundamental to

corroborate what is to a great extent the contributions given by specialists on the topic that is

being provided; it is a reality that is worth stopping to reflect with the intention of having very

complete data on the object of study.

From this perspective, it is necessary to assume that the approach to procedural questions is

related to what is an approach to questions of a procedural type; such is the case that the

students were quite precise in their answers; it is thus that a set of actions, activities and

elements which converge in this case in the teaching of chemistry are present; it is thus that

some quantitative aspects of marked importance are seen; such that it is possible to evidence

an accumulation of elements that allow, through quantitative data, to define what the impact of

the application of the present research is. Based on what has been proposed so far, the

students' perception can be summarised as follows:

Positive perception and increased motivation: Students find the incorporation of CAT in

chemistry classes attractive, showing interest in institutional platforms, educational applications

and videos that facilitate understanding and participation in complex topics. This preference

reflects a change in the perception of the subject, making it more accessible and interesting,

which improves their academic performance and willingness to learn collaboratively.

Challenges and solutions in device use: A common challenge is the misuse of mobile devices

for non-educational activities. To counter this problem, teachers have implemented clear rules

and structured activities that ensure a focus on academic tasks, keeping students focused on

productive use of technology.

Teacher training needs: Continuous training in the use of CTs is essential. Teachers require

competence in specific simulation tools and digital resources to maximise the educational

potential of CT in complex chemistry subjects. This responds to an institutional need to provide

adequate technological infrastructure and training to integrate up-to-date methodologies.

Assessment of learning through CT: Digital assessment tools, such as online quizzes and self-

assessment platforms, have made it easier to monitor student progress. These tools allow for

immediate feedback and help students to adopt an interactive and dynamic approach to their

learning.

Multidisciplinary Journal Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 24-37, 2024

Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

DISCUSSION

The impact of ICT in chemistry teaching highlights the potential of these technologies to

transform traditional pedagogical methods and optimise learning. CTs facilitate an accessible

and motivating environment, allowing students to explore complex content through interactive

resources that foster self-management of knowledge (Arévalo-Duarte et al., 2016). This

supports constructivist approaches, where learning is configured as an active and collaborative

process, in contrast to passive models of teaching.

However, the use of devices presents specific pedagogical challenges. The tendency to use

mobile devices for non-educational activities creates a disconnect in learning. To address this

issue, pedagogical regulation and structuring of academic activities are essential, ensuring that

the use of these resources promotes critical thinking skills and transversal skills (Poveda-Pineda

& Cifuentes-Medina, 2020). In this regard, teacher training plays a vital role: if educators acquire

digital competences, they can design learning environments that merge theoretical teaching

with practical applications through simulations and virtual laboratories (Martínez-Argüello et al.,

2018). This responds to an educational paradigm in which the teacher is no longer just a

transmitter of knowledge, but a facilitator who guides meaningful and contextual learning

processes.

In assessment, CT offers tools that allow for interactive formative assessment, thus responding

to the diversity of learning styles and providing instant feedback. This model promotes

metacognition, enabling students to reflect on their own learning process and adjust their

strategies to improve their understanding of complex concepts in chemistry (Del-Valle-Calderón

& Jiménez-Alonzo, 2024). The integration of CT tools redefines the role of assessment, making

it an extension of the educational process and not only a final measurement, which is essential

for a science education adapted to the challenges of the 21st century.

CONCLUSION

From the experiences provided by the three informants, it is highlighted that the incorporation of

Learning and Knowledge Technologies (LKT) in chemistry teaching has increased the

motivation and positive perception of students, creating an accessible and participatory learning

environment. However, the non-academic use of devices requires specific pedagogical

strategies, such as time management and structured activities that maintain academic attention.

Therefore, teacher training in digital competences is essential to take advantage of ICT, while

digital assessment tools allow for continuous feedback and promote adaptive learning. With the

right institutional support, these technologies not only enrich conceptual understanding, but also

develop scientific and digital competences needed in modern education.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To all those involved in the research.

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Multidisciplinary Journal Investigative Perspectives  
Vol. 4(4), 24-37, 2024 
Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry 
Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química 
María Del Carmen Parra-Hernández 
 
 
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Teaching experiences on the use of learning and knowledge technologies (LKTs) for learning chemistry

Experiencias docentes sobre el uso de tecnologías del aprendizaje y conocimiento (TAC) para aprender química

María Del Carmen Parra-Hernández

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