Despite pressure for faculty to infuse technology into their teaching, little data exist on the extent to which technology-enhanced instruction in higher education is actually effective in helping faculty members reach instructional goals. This poster shares the results of a pre- post-course evaluation study conducted to assess the extent to which a variety of standard and instructor-modified modules within WebCT were effective in increasing student learning, motivation, and technology use and skill. One hundred and fourteen undergraduates in the same 300-level child development course completed pre-post course surveys. Results show that students used the web-based tools extensively. Statistically- and practically-significant pre-post changes were observed for students' technology use, skill, and enjoyment, and a reduction in student computer anxiety was also observed. Most students perceived the web-based tools to be quite useful for improving student learning, student motivation, and course communication. Use of the online tools was positively associated with performance in the course. (Author)