How to integrate technology in Chemistry classroom
Technology should enhance learning. There is no value in just having access to it but more important how it is used. With a click of a mouse button any student anywhere has the opportunity to learn. It increases flexibility for schools and promotes individual instruction to meet the needs of each student.
The computer can also be used to educate the smarter students who easily get bored in a traditional classroom since they reach their goal faster. With computers, students that finish a unit can go to the next one immediately. For these bright students, the challenges that computers can offer encourage self-directed learning.
Often, students are too confused or embarrassed to ask questions because they don't want to show their ignorance. With individualized computer instruction, students can always immediately request help if something is unclear. Computers help to make it more interactive. They are extremely effective with the struggling learners because they (unlike humans) have unlimited patience. Computers can teach via a multitude of modalities depending on the learning style of the student (Bennett, 2002).
Computers can provide universal success by dividing lessons into segments to the extent needed to make sure that everyone can accomplish something.
Thus for a teacher, technology can be used as an information tool and can be separated into four categories: 1. Research: finding and gathering new and old information 2. Management: manipulating, organizing and storing information 3. Publishing: manipulating, interpreting and organizing information for presentation 4. Communication: presenting and sharing information.
Additionally to, technology can be divided in: 1. ORGANIZATION: Low-tech solutions help teach students to organize their thoughts or work using flow charts and task analysis, and outlining using graphic organizers. 2. NOTE TAKING: Optical character recognition is software that can transform typewritten material into computer-readable text using a scanner. Notes read by a voice synthesizer helps students with reading difficulties to review the notes. Videotaping class sessions are helpful for visual learners who pick up on images or body language. Laptop or notebook computers also provide note-taking assistance. 3. WRITING ASSISTANCE: Word processing is one of the most important applications. Computers and word processing software help students with spelling, grammar, punctuation errors, organizing, editing, and revising, and interest in writing. Word prediction helps those that have difficulties with word recall or spelling. 4. PRODUCTIVITY: Assistive productivity tools help students to work on math or other subjects that may require calculating, categorizing, grouping, and predicting events. 5. ACCESS TO REFERENCE MATERIALS: A computer and a modem helps students access electronic information. Students establish "CompuPals" with other students, motivating them to generate more text and thus improve literacy. Multimedia-based use of text, pictures, audio, and video in reference-based software helps the learning needs of students with mild disabilities. 6. COGNITIVE ASSISTANCE: Multimedia CD-ROM-based application programs assist in reading. These CD-based books include high-interest stories and use multimedia to motivate students to read. These books highlight words as they are read, or pronounce syllables and word definitions. Bilingual books help students read in their native language while being exposed to a second language. 7. MATERIALS MODIFICATION: Powerful multimedia authoring and presentation tools are used to develop and modify computer-based instructional materials for students with mild disabilities by including video, animation, and text into hypermedia-based instruction.

Challenges using Technology in Chemistry:
My immediate challenge was to determine how best to use technology to increase learning. The goal of this approach was to eventually make the transition from a teacher-centered approach to education to a student-centered one.
My proposal is to have a course template used by all teachers at ANS that can be modified according to the nature of each class. This course template was designed by Harvey Moody.
Course Template
Currently, my courses utilize a Web page template that can be customized for each class during the quarter. This provides a consistency between courses that allows students to locate class information easily. The template consists of the following nine components: 1. Course Information—Syllabus
The syllabus component contains all policies and procedures for the course, instructions on how to contact the instructor, class times and locations, required course materials, attendance policy, grading policy, learning outcomes, and expected results. 2. Assignments
The assignments component contains a list of all daily assignments, with links to related Web sites. 3. Laboratory Information
The Laboratory Information component contains a list of laboratory assignments, links to online pre–laboratory quizzes, and related Web sites. 4. Online Quizzes
The Online Quiz component contains pre–laboratory quizzes that are submitted electronically by the students. These quizzes were created using the Simple Start Quiz For–Building Tool.
The pre–laboratory assignments contain both text and graphic tutorials and multiple–choice questions to familiarize students with the experiments before their laboratory session. When these quizzes are submitted electronically, they are automatically graded and the results sent to both me and the student. This provides immediate feedback to the students and helps the instructor ensure that students are prepared for the laboratory.
The advantages of using online quizzes include an ease of administration and grading that can save faculty members significant amounts of time. When a student submits his test via the Web, the system grades the test and sends the student and the professor an e-mail copy of the test, including the grade. Giving students an opportunity to assess where they stand and how they may improve their skills can give them more confidence and help them see the new tools as advancements for, not obstacles to, their learning experience. 5. Bulletins
The Bulletins component consists of messages noting changes in schedule and important course events. Announcements can also be made and questions can be asked of the entire class. 6. Course Notes
The Course Notes component contains lecture notes in PowerPoint format that the students may view or download and print out for class. 7. Tutorials
The Tutorials component contains Web–based information organized by textbook chapter. These tutorials consist of original material as well as Web links to other sites for supplemental information. 8. Web Links
Links to additional Web sites are included in this section in order to stimulate further learning. In the belief that quality is more important than quantity, only the most helpful Web sites are listed. 9. E-mail
E-mail is used for submission and feedback on assignments, completion of pre–laboratory quizzes, and replying to student questions. Students are required to send e-mail to the instructor during the first week of classes to ensure that they are familiar with the system. The use of e-mail allows for "virtual office hours," which give the students access to the instructor at times of their choosing.
Communication among faculty and students is further enhanced by having network access. Often students who feel uncomfortable asking questions during class may ask their questions electronically. Discussions among students and between the professor and the students enhance the flow of information and help increase learning.
During the course of my classes, students averaged 1.8 class-related e-mail messages a week. Due to the small class size, this did not significantly increase my workload. However, the potential does exist for the professor teaching in this manner to have a significant number of messages to answer.