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The application of ICT in teaching chemistry is a common trend in education, aligning with the advancements in science and technology and specific characteristics of the high school chemistry curriculum following the development of students' competencies in Vietnam. This can be summarized in three key points below.

Suitable for the development of science and technology

Currently, numerous software and tools available on the internet effectively support chemistry teachers in their teaching processes, such as Word, PowerPoint, ChemDraw, Crocodile Chemistry, McMix, image and video editing software, and commonly used search engines like Google, Yahoo, etc. Teachers utilize these tools to find related teaching materials, prepare lesson plans, create presentations, compose exam questions, simulate micro-level chemical processes, or complex chemistry experiments. Additionally, educators can apply ICT to introduce new teaching methods like project-based learning, WebQuests, and e-learning, enabling students to be more active and engaged in exploring and accessing new knowledge. Monitoring students' learning progress can be accomplished through online tools like wikis, blogs, etc. Therefore, teachers can effectively communicate, guide, and direct students with ICT support, enhancing their learning outcomes beyond classroom hours.

Aligned with the specific characteristics of the subject

Worldwide studies have shown that integrating technology provides numerous benefits for both teachers and students in science education. Reports from the British Educational Communications and Technology Agency (Hunt et al., 2006) investigating the use of ICT in teaching science highlight that ICT makes science education more engaging, reliable, and meaningful. Another study conducted by Hogarth et al. (2006), analyzing information from 628 related scientific publications across 10 different countries, concluded that ICT enhances students' cognitive abilities and self-learning skills. 

In Chemistry subject, all studies concerning substances and their transformations should be presented through chemical reaction equations, graphs, chart diagrams, etc. However, these representations can be more visually engaging through the application of ICT. Instead of mere verbal descriptions, students gain more confidence in science through realistic visual images. Furthermore, computers can simulate impractical or unsafe experiments for direct classroom use. Simulation helps avoid risks, overcome limitations in time, space, and finances while effectively demonstrating and enabling quick understanding of the subject matter. Additionally, real-life videos, images within applications, production processes, etc., help students relate lesson content to real-world scenarios, enhancing their comprehension and application of knowledge to solve practical problems.

Aligned with the high school education program focusing on developing students' competencies in Vietnam

According to the competency-based standards proposed by the Ministry of Education and Training, ICT application is one of the eight competencies that high school students should possess after completing the general education program. Therefore, apart from teachers needing ICT proficiency to enhance the quality of their teaching activities, they can design learning activities to cultivate and develop students' ICT competencies within their subject area. Furthermore, educators can use ICT tools to organize teaching activities to develop other competencies such as self-learning, critical thinking, creativity, communication, and collaboration.

In the 2018 Chemistry general education curriculum (Ministry of Education and Training, 2018), there is also a topic on applying information technology in teaching: Topic 10.3 - Practice Chemistry and Information Technology.