Abstract:

New technologies are an integral part of teaching in Secondary and Tertiary education. All teachers, high school and university students point out the necessity to redefine their usage terms so that they are conducive to the smoother conduction of the teaching act and trainees are integrated into a framework of discovering knowledge which, under new terms, will reconceptualize the learning procedure and render a new basis to the high school and university student community. The economics as well as the theoretical – humanitarian studies public is of special interest since it is a public stemming from a different educational basis of training in Secondary education and the study subjects are traditionally in different scientific fields in which new technologies are respectively or not required. The economics faculties students’ attitudes and perceptions on new technologies and their usage for teaching and educational objectives are illustrated in this study. Both the usage incentives and expediency are more analytically sought after since their familiarization with them is being examined. The traditional teaching act with innovative interactive knowledge discovery methods is being compared. Semi-constructed questionnaires, which were distributed to students through the Internet, were used and the results were examined with digital analysis programs.The outcome of the research is the familiarization with new technologies and the need of redefining teaching acts on both a collective and individual level. After that, a simultaneous comparison with similar researches of theoretical studies was undertaken from which comparative research findings were concluded. Students’ familiarization with new technologies, most times, is identical to the computer usage on a personal level and stems from Secondary education. In few cases it seems to be the outcome of Tertiary education whereas a small percentage is identical to this familiarization with the school knowledge provided.