Education with online tech tools during the pandemic caused by covid-19 was the principal alternative due the restrictions worldwide, and its insertion required models that made them more efficient. The aim of this research was to know the effectiveness of the TPACK model making use of ICT in the teaching-learning process of the subject Chemistry II in upper middle level, during the contingency. It was a quasi-experimental study with A-B-A design, involving 152 fourthsemester high school students from a public institution, distributed into four experimental groups in which an educational program was implemented. Three tests were designed and validated by expert judgement, with α = .91, .92 and .93, and were applied as a pre- and posttest. The educational program was developed in the TPACK model, using ICT. The data were analyzed through the student’s t-test and showed improved performance of the participating students after the intervention. An innovative design of instruction was generated with the TPACK model, which demonstrated its effectiveness for the insertion of technology for teaching that can be generalized to the instruction of other chemistry topics in high school.

The strategy is aimed at third-year high school students. The activity to be carried out consists of an unpublished landscape that contains lines, circumferences, parabolas, ellipses and / or hyperbolas, to be constructed with the help of GeoGebra.