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The purpose of this study was to examine student use and perceptions of technology enhanced learning tools (TELTs), including their value for learning. Students enrolled onto a 12-week undergraduate science module had access to four TELTs each week, (i) a recording of the lecture (Panopto™), (ii) an animated mini review of the lecture (ShowMe), (iii) a multiple choice quiz hosted on Blackboard® (MCQ), and (iv) a module Twitter feed. Ninety-five students completed a survey at the end of the module, which included quantitative and qualitative questions, to examine whether they perceived the TELT to be useful for their learning. Analysis of the quantitative data suggest that Twitter was used significantly less than the other three TELTs (p < 0.001) with less people agreeing that it helped their learning (p < 0.001), whilst ShowMe and MCQ had a greater occurrence of an ‘agree’ rating compared to …