The Role of Antecedent Knowledge and Competency of Techno-pedagogy for Judicious Implementation of Interactive Multimedia Courseware in Organic Chemistry

In recent time, educational system and processes are mostly influenced by the newly developed computer based educational technologies. So, teachers need to acquire the knowledge and the techno-pedagogical competence to execute and achieve better outcomes in the teaching learning situations. Not only teachers, but students also require having minimum exposure to this computer based educational technologies. This study aimed at measuring the impact of antecedent knowledge and techno-pedagogical competence of teachers on the achievement of the learners after implementation of a complete computer based interactive multimedia courseware. For this purpose, Solomon’s four group research designs was adopted, where two pairs of equivalent experimental and control groups of students along with their teachers were purposively selected by matched pair sampling from two schools. During the implementation of the interactive courseware the antecedent knowledge and techno -pedagogical competence of the teachers were measured and compared. The result revealed that only knowledge is not sufficient to implement such type of technology in the classroom both knowledge and techno-pedagogical competence can be taken into consideration. Besides this, a minimum level of the antecedent knowledge and techno- pedagogical competence of teachers are also necessary for successful implementation of the Courseware. This study will be beneficial for the educational stakeholders during framing and updating the school curricula incorporating computer based educational technologies.

Keywords: Computer based educational technologies, Technology Mediated Classroom, Antecedent knowledge and Techno-pedagogical competency, Judicious Implementation