This research showed the efforts of educators in improving the quality of the chemistry classroom atmosphere through technology. Cogenerative dialogue involves a dialogue between a small number of students, teachers, and researchers. This discussion featured an ethnographic case study from the co-teaching and cogenerative dialogue involving junior lecturers, certified chemistry teachers, preservice chemistry teachers, and students in the chemistry learning about chemical bonding, chemical elements, and laboratory introduction. This dialogue is guided by questions related to Technological Pedagogical Content Knowledge (TPACK). The SWOT analysis was used to provide an overview experienced by educators as well as TPACKing process. The use of a simple application that is a music player, video and camera can be easily used to make the class more enjoyable. Students enjoy a more comfortable classroom atmosphere with song rhythms, funny videos, and selfie activities. Constraints in mastering concepts macroscopically, submicroscopically, and symbolically are completed by utilizing virtual/augmented reality and virtual laboratory. Cogenerative dialogue can inspire educators to try and learn the technology for teaching chemistry.

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