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Distance education in Brazil exhibits a powerful impetus for education for all. This study examines the use of educational technologies to teach and learn Chemistry as part of an effort to contribute to teachers’ professional development in the context of Brazilian education. Criteria for selection and analysis of different technologies were identified based on teachers’ input and in the context of high school settings. They are: cost, ease of use, applicability in the classroom. The results if this analysis showed that after overcoming initial resistance, teachers used different technologies to increase engagement in the online classroom.

Using Technology to Support Chemistry Teaching and Learning in the Context of Brazilian Distance Education