A study on how chemistry teachers of six public institutions in Bucaramanga-Colombia incorporate Information and Communication Technologies (ITC) in the teaching-learning processes in their lectures is presented. Questionnaires were applied to six chemistry professors and 210 students between 15 and 20 years of age. In addition, structured interviews were conducted with teachers. The study revealed that the videos and articles, followed by the development of classes with the use of Power Point, are the ways in which ICT are often incorporated into the teaching-learning chemistry processes. The most common topics for using ICT are properties of gases, properties of materials, chemical reactions, bonds, polymers, petroleum, rubber and the carbon atom. Teachers expressed that they never planned a class involving the use of software programs, tutorials or simulators in chemistry. The results show that there is limited use of ICT in the teaching chemistry.
 

ISSN: 07168756