Asia Pacific Journal of Multidisciplinary Research, Vol. 7, No. 4, Part III, November, 2019 _____________________________________________________________________________________________________________________ 79 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com The Role of Antecedent Knowledge and Competency of Techno-pedagogy for Judicious Implementation of Interactive Multimedia Courseware in Organic Chemistry Sibananda Sana 1 ,Chandan Adhikary 2 and K.N. Chattopadhyay 3 1 Government Training College, 2 Department of Chemistry, Institute of Education (P.G.) For Women, Chandernagore, 3 Department of Education, The University of Burdwan, Golapbag, West Bengal, India sibanandasana@gmail.com Date Received: September 16, 2019; Date Revised: November 16, 2019 Asia Pacific Journal of Multidisciplinary Research Vol. 7 No.4, 79-84 November 2019 Part III P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com CHED Recognized Journal ASEAN Citation Index Abstract - In recent time, educational system and processes are mostly influenced by the newly developed computer based educational technologies. So, teachers need to acquire the knowledge and the techno-pedagogical competence to execute and achieve better outcomes in the teaching learning situations. Not only teachers, but students also require having minimum exposure to this computer based educational technologies. This study aimed at measuring the impact of antecedent knowledge and techno-pedagogical competence of teachers on the achievement of the learners after implementation of a complete computer based interactive multimedia courseware. For this purpose Solomon’s four group research designs was adopted, where two pairs of equivalent experimental and control groups of students along with their teachers were purposively selected by matched pair sampling from two schools. During the implementation of the interactive courseware the antecedent knowledge and techno-pedagogical competence of the teachers were measured and compared. The result revealed that only knowledge is not sufficient to implement such type of technology in the classroom both knowledge and techno-pedagogical competence can be taken into consideration. Besides this, a minimum level of the antecedent knowledge and techno- pedagogical competence of teachers are also necessary for successful implementation of the Courseware. This study will be beneficial for the educational stakeholders during framing and updating the school curricula incorporating computer based educational technologies. Keywords: Computer based educational technologies, Technology Mediated Classroom, Antecedent knowledge and Techno-pedagogical competency, Judicious Implementation INTRODUCTION In the postmodern liberalized, globalized and digitalized age, the paradigm shift in the teaching learning process is inevitable to meet the digital challenge leading to the implementation of computer based technology inside the teaching-learning processes of the educational system. So it is needed to introduce the multimedia based Information Communication Technology (ICT) into the today’s classroom. It facilitates effective teaching-learning process by enhancing connectivity, innovative sharing of knowledge and reducing socio-economic, cultural and geo-graphical barriers. Mere introduction of technology is not sufficient for improvement of teaching learning process; rather integration of the technology into the classroom is important [1-5]. For this purpose digital competence i.e. ability to use digital technology effectively and efficiently is the foremost requirement to run the system smoothly [6]. So, teachers need to be fluent in the usage of educational technology with the latest tools to understand, develop and author the complex web of relationships among users, technologies, practices, and tools. Teachers must understand their role in technologically-oriented classrooms [7, 8]. To integrate and synchronize all the multimedia technology based different attractive media elements in the classroom teachers need to have the knowledge of Content, Pedagogy and Technology as well as the competence i.e. the ability to apply these technologies in the proper situations according to the needs. The proper pedagogic implementation of the interactive