Abstract:

In this study investigated the relationship between students' technology use, happiness and mobile learning readiness levels. The study was carried out in a province in the Western Black Sea Region in the academic year of 2020-2021. 683 high school students participated in the study. Three scales were used to collect the data: "Mobile Learning Readiness Scale", "Technology Utilization Scale" and "Oxford Happiness Scale". The data obtained from these scales were studied for the correlation among the technological use, happiness and mobile learning readiness levels of high school students according to gender, school type, class and internet usage time. At the end of the study, a significant difference in favor of boys was found between the sub-factor of "Mobile Learning Readiness Scale" - self-sufficiency, happiness and use of technology and the gender factor. There was no significant difference between the levels of readiness of technology use, happiness and mobile learning and the variables of school type and class. There was a significant difference between technology usage and mobile learning readiness and Internet usage time. Students who use the Internet daily for 3-7 hours and above have a higher level of technological and mobile learning readiness than students who use between 0-2 hours per day. There was a moderately positive relationship among the technology use, happiness and mobile learning readiness of high school students.

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