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This study aims to identify the ability of teachers to use technology and teacher competencies towards technology-based learning processes. This research involved 35 high school geography teachers in Semarang City. Variables analyzed include technological skill (TS); pedagogic competence (PED); professional competence (PRO); and technology-based learning (TBT) developed by teachers. The questionnaire was used in this research was closed questionnaire model. The collected data was tabulated and continued with Kolmogorov-Smirnov test, ANOVA test, Pearson correlation test and regression test. Based on the result, teacher’s capability in using technology, has no connection with the technology-based learning that designed by them. While professional competency has no significant impact on the implementation of TBT (p = 0.801), with a partial negative value and R2 of only 4%. It can be assumed that the technology-based learning was conducted based more on the ability of teachers to manage class and learning, rather than developing learning technology. Technology-based geography learning compiled by respondents is based more on the ability to manage classrooms and learning rather than developing learning technology. Based on the result, we recoment to stakeholders to facilitate teacher by providing technology training, instruments before moving to technology based teaching, and socialization.
Keywords : pedagogic competence, teaching technology, technology skill
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