International Journal of Science and Applied Information Technology (IJSAIT) , Vol.2 , No.2, Pages : 58-61 (2013) Special Issue of ICET4E 2013 - Held during 11-12 March, 2013 in Hotel Crowne Plaza, Dubai 58 ISSN 2278-3083 Abstract : Researchers and educators have stated many benefits for using technology in the classroom. However, almost all of the studies did not consider students' attitudes and experiences in this regard and the studies were unresponsive to students' concerns. The present study seeks to examine the students' perceptions about the effects of educational technology on their school experiences by interviewing them. Key words: Educational technology, self-confidence, students learning, team-working. INTRODUCTION During several years, I have been privileged to teach robotics at several schools and at different levels. During these years, I used educational robot kits to teach robotics and robot application to students. My main goal was not only to teach robotics to students, but also to make them familiar with programming and electronics. During my teaching, I have witnessed the positive effects of robotics, as a new technology, on students’ learning and also on their self-confidence and team-working skills. These experiences have prompted my interest to investigate the benefits of educational technology among its users, and confirming through research my anecdotal experiences. Researchers and educators have stated many benefits for using technology in the classroom. Using technology changes the nature of tasks from teacher centered to student centered, causes students gain a greater sense of responsibility for their works, causes they possess the essential skills to successfully accomplish their assignments and improve the quality of their homework, promotes their access to resources and increases their knowledge and talent, gives flexibility to students to diversify tasks, empowers students by engaging them in the learning process, increases students’ self-efficacy, increases students' self-confidence in their cognitive abilities, improves student self-worth and increase students' motivation and attitudes about themselves and about learning [1]–[8]. Technology-rich schools report higher attendance and lower dropout rates than in the past [9] and students are found to be challenged, engaged, and more independent when using technology [5]. The results from a review of literature show that most research about the effects of educational technology on students' learning are quantitative, indicating a lack of qualitative research in the existing literature. Additionally, almost all of the studies were unresponsive to students' concerns and did not consider students' attitudes and experiences with educational technology. This study was designed to fill this gap and determine: (1) What are the students' perceptions about the effects of educational technology on their learning? (2) What do students say are the benefits of the educational technology on their characteristics? (3) What are the negative effects of the educational technology on students in their point of view? The purpose of this grounded theory study is to develop a theory of the effects of educational technology on students' learning, and also on their personal characteristics. Indeed, this study intends to examine the students' perceptions about the effects of educational technology on their school experiences by interviewing them. LITERATURE REVIEW Many studies indicated that technology has changed the way classrooms operate; indeed, it has made teaching and learning more interactive and participatory. Technology-rich environments have had positive effects on students' achievement in all areas [11], [12]. Robotic technology; for instance, with its multi-disciplinary nature, provides constructive learning environments that are suitable for better understanding of more scientific and non scientific subjects and it has a significant role in learning mathematics, science, technology and engineering subjects [13]. Some researchers from Idaho Council for Technology in Learning examined the effects of educational technology on k-12 students, over a five-year study. Based on the Iowa Test of Basic Skills (ITBS), they found a positive relationship between using educational technology in K-12 schools and academic performance in language, math and reading [14]. Harold Wenglinsky in his study assessed the effects of technology on mathematics achievement, while controlled for class size, socio-economic status and teacher education [15]. His participants were 6227 fourth grade students and 7146 eight grade students. He found that there is a positive relation between students' achievement in mathematics and higher order uses of computers, for both fourth grade and eight grade students. Reference [16] implemented approved instructional software for 18 elementary schools and analyzed 950 students' achievement during an eight-year experience. This study concluded that there is a direct link between students' test scores and their participation in computer education course, and all students' test scores rose because of this BS/CE program. The results also showed that the more access students had to computers, the more positive students and teachers attitudes were toward computers and technology. James Kulik worked on the results from more than 500 research studies with using meta-analysis research technique [17]. He concluded that average score for students who used computer based instruction was 64%, whereas average score for students who did not use computer based instruction was 50%. Furthermore, students are more Students’ Perception of the Effects of Educational Technology on Their Learning and Characteristics Ahmad Khanlari Memorial University of Newfoundland, Canada, a.khanlari@mun.ca