Integrating educational technologies into instruction in chemistry: Technological pedagogy content knowledge development and implications for teacher education

This paper presents the results of a classroom study into the efficacious use of digital technologies to enhance students' learning outcomes in high school chemistry. It focuses on how the experiences and reflections of the teacher-researcher during the study have been used as a model for educating teachers in and about the implementation of digital technologies in their classroom practice. Finally, the paper presents some implications and recommendations for the education of in-service and pre-service teachers in terms of their development of Technological Pedagogical Content Knowledge