Abstract:

With the increased time students spend with devices such as computers, tablets, phones, the importance of how much time they spend in educational terms in these environments has emerged. It is understood that in the use of technology for educational purposes students need to learn by themselves. With the rapid advancement of today’s technology, online access to information resources has become significantly easier. This situation creates the opportunity for students to learn themselves using technology. Students are expected to show a positive attitude towards the computer in order to gain their own learning skills with technology. Computer thinking, which is an applicable thinking ability for all individuals, is expressed as having the knowledge, skills and attitudes necessary to use the computer to solve real-life problems. Giving students the computer thinking skills is important in terms of preparing them for their future civil life. This study was carried out with the aim of determining the relationship between high school students' technology and their own self-learning levels and computer thinking skills levels. In the study, the relational scan model was used. In the process of obtaining data, the personal information form was used, "The scale of self-learning with technology for children" and "The scale of computer thinking skills levels". The study was conducted with a total of 363 high school students, including 162 boys and 201 girls who studied in the province of Tokat. As a result, high-school students have found that their levels of self-learning with technology and computer thinking skills are high, that computer thinking skills levels are a significant difference in the benefit of male students in the algorithmic thinking subdimensions, that the level of self-learning with technology and the level of computer thinking are a positive relationship and that the level of self-learning with technology and the level of computer thinking skills are a statistically significant relationship in the negative direction between the problem-solving subdimensions.

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