ABSTRACT
This study was carried out to investigate The Chemistry Teacher’s’ Knowledge and Use of Web Technology. The instrument employed for data collection was a self-structured questionnaire validated by two lecturers and approved by the project supervisor in the Department of Curriculum and Instructional Technology. The self-structured questionnaire was developed and administered to fifty (50) Secondary School Chemistry teachers from SS1 through SS3 in Egor local government area Benin City, Edo state. after the validation of instruments by two lecturers. The data from their responses were analyzed with the use of descriptive statistical tools of frequency and mean. The analysis focused on five key aspects: knowledge of web technology, influence of web applications of chemistry students, Web technologies utilized by chemistry students, Benefits of using web applications and the challenges and limitations encountered. The findings reveal that web technology is highly valued as a learning resource in chemistry, providing additional materials beyond the classroom and keeping students updated on scientific discoveries. The integration of web technology positively influences student engagement and participation, fostering a supportive and interactive learning environment. The benefits of web technology integration include expanded learning resources, opportunities for independent exploration, convenient access to materials, collaboration possibilities, and the development of digital literacy skills. However, challenges such as distractions, comprehension difficulties, high data costs, and teachers' technological skills were identified. Importantly, these challenges were not universally experienced by all participants. The study underscores the importance of emphasizing web technology integration, providing guidance on responsible and focused use, addressing comprehension difficulties, considering accessibility and cost, enhancing teachers' technological skills, fostering collaboration, and continuously evaluating and adapting practices. These findings contribute to the understanding of the impacts of web technology in teaching chemistry and provide recommendations for educators to optimize its benefits and address challenges effectively.
