Butt, A. A., & Anwar, S., & Menekse, M. (2021, July), Work in Progress: STEM Students’ Experiences with Educational Technology Tools  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38197

\bibitem{asee_peer_38197}
  Butt, A. A., \& Anwar, S., \& Menekse, M. (2021, July), \emph{Work in Progress: STEM Students’ Experiences with Educational Technology Tools}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--38197

Ahmed Ashraf Butt, Saira Anwar, and Muhsin Menekse.  "Work in Progress: STEM Students’ Experiences with Educational Technology Tools".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/38197 Internet.  17 Apr, 2024

\bibitem{asee_peer_38197}
  Ahmed Ashraf Butt, Saira Anwar, and Muhsin Menekse.
  "Work in Progress: STEM Students’ Experiences with Educational Technology Tools".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/38197 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_38197
author = "Ahmed Ashraf Butt, Saira Anwar, and Muhsin Menekse"
title = "Work in Progress: STEM Students’ Experiences with Educational Technology Tools"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/38197}
number = {10.18260/1-2--38197}
}

TY  - CPAPER
AB  - There has been an increased use of educational technology tools in STEM classrooms in the past few decades. Previous studies have discussed the impact of design, development, and use of educational technology tools on creating an interactive learning environment for students. However, in the realm of user experience, limited studies explored the context of technology and students’ experiences while interacting with educational technology tools, such as student’s perceived ease of use. Accordingly, this work in progress study explores reflections of students’ experience while interacting with the most commonly used education technology tools in postsecondary classrooms. For this study, we recruited thirty undergraduate STEM students from two midwestern educational institutes. Our primary research question was: What are students’ perceptions of using education technology tools in postsecondary STEM classrooms? We collected data using an open-ended questionnaire, where students reported their experiences with educational technology tools in their classes. The students’ data were analyzed using descriptive statistics and thematic analysis. The preliminary results indicated that the students broadly used two types of education technology tools. The first type was primarily used to manage the course contents, such as reading materials, grades, quizzes, assignments, and discussion (e.g., Piazza, and Blackboard). The second type was used to keep students engaged during the lectures (e.g., Kahoot and clickers). Thematic analysis revealed the presence of three themes, i.e., students perceived academic relevancy, usefulness, and issues with the education technology tools. This study highlights the students’ perceptions of their interactions with the education technology tools in the post-secondary STEM courses. The study of these perceptions may help us to design better education technology tools for the student-centered learning environments. Furthermore, this preliminary study is a guiding step towards understanding students’ expectations with educational technology tools. 
AU  - Ahmed Ashraf Butt
AU  - Saira Anwar
AU  - Muhsin Menekse
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Work in Progress: STEM Students’ Experiences with Educational Technology Tools
UR  - https://strategy.asee.org/38197
DO  - 10.18260/1-2--38197
ER  -