The development of new technologies such as cell phones, the internet and computers, has
raised a new question. Does the use of new technologies have any effect on student’s
academic success? This question is not easy to answer because these new technologies
interact with students in several ways. This developing field of educational economics is
growing day by day. In particular, the researchers who follow mobile learning theory believe
that mobile learning contributes to students’ learning in two ways (Valk et al. 2010). First,
technological devices influence the access to educational outcomes (Visser & West 2005,
Motlik 2008). Second, they improve the quality and types of instructional methods
(Kukulska-Hulme & Traxler 2007, pp.184-86; Traxler, 2007, p. 7). However, there is some
evidence that these devices are also a source of distraction, and different results are found
depending on the family type. For example, the higher the income and cultural level of the
families are, the more supportive learning is obtained from these devices. Tsikalas et al.
(2007) found that every type of computer use increases student success. Subrahmanyam et al.
(2000) and Subrahmanyam et al. (2001) found that the use of the internet contributes to the
student’s development of cognitive and visual skills. Blanton et al. (1997); Cole (1996) and
Rocheleau (1995) believe that it is difficult to say that there is a causal relationship between
internet use and student success. Shields and Behrman (2000) claim that the relationship is
uncertain. Kraut et al., (1996) and the NSF Report (2001) investigated this issue and
determined that there is a controversial relationship between student success and internet


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