ARTICLES
Incorporating Digital and Creative Technologies within Chemistry (continued)
Reaction sequence
Finally, arrows on the main menu allow complete equations to be constructed, such as in Figure 9 below.
Figure 9 Entire equation for esterification constructed in ChemSketch including plus signs and arrow with
catalyst shown above
The purpose of technology is to save time and perform functions quickly and easily. ChemSketch is one of the
most versatile programs we’ve found for teaching organic chemistry in an engaging and informative way.
Final words
Teachers have the responsibility to ensure they provide students with the best opportunity to succeed in
today’s world. Although utilising a differentiated and progressive pedagogy which incorporates technology can
represent a considerable amount of work, this time and effort could equally be viewed as an investment in future
generations. Increasingly there will be a demand for elevated levels of digital literacy across all employment
areas, thus educators have a responsibility to develop these skills alongside the core and discipline-specific
competencies.
A considerable number of Australian teachers are operating within professional environments that may not
embrace change and progressive education as readily as others, for reasons of experience, budget, isolation,
leadership or many other reasons. To these individuals, we encourage you to seek additional guidance and
mentorship from external sources such as social media platforms for teachers (Harrison & Varoxis, 2019).
Change may be difficult, however, is undoubtedly worthwhile, and if we can lift the standard of our practice
utilising innovative software such as ChemSketch then our students may reap the lifelong rewards.
References
Ashman, A. (2015). Education for inclusion and diversity (5th ed.). Pearson Australia.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for
learning in the classroom. Phi Delta Kappan, 86(1), 8-21.
Favre, H. A., & Powell, W. H. (2013). Nomenclature of Organic Chemistry: IUPAC Recommendations and
Preferred Names 2013. Cambridge: International Union of Pure and Applied Chemistry.
Harrison, C., & Varoxis, J. (2019). Getting Social with Science – How Social Media can Enhance Collaboration
and Leverage your Valuable Time. Science Educational News, 68(1), 29-32.
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne,
Victoria: Oxford University Press.
Hyde, M., Carpenter, L., & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.). South Melbourne:
Oxford University Press.
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