THE STUDENT COMMUNITY ATTITUDES AND PERCEPTIONS ON THE USE OF NEW TECHNOLOGIES IN THE TEACHING ACT

New technologies form an inseparable part of teaching both in secondary and tertiary education. Both teachers as well as high-school and university students underscore the necessity to redefine the terms of their usage so that they are conducive to the more even conduct of the teaching act and trainees are integrated into a new framework of knowledge discovery which, under new terms, will give further significance to the learning procedure as well as new bases to the high-school and university student community. The economics as well as theoretical -humanitarian studies audience is of special interest as it forms an audience stemming from a different educational and training basis in secondary education and the objects of study traditionally lay within a different scientific field in which new technologies are accordingly required or not. The economic department students' attitudes and perceptions on new technologies and their usage for teaching and educational objectives are being illustrated in this study. More analytically, the usage motives and expediency are sought after since their familiarization with them is being studied. The traditional teaching act is being compared with innovative interactive knowledge discovery methods. Semi-constructed questionnaires were used, which were distributed to students through the internet, and the results were studied through digital analysis programs. The outcome of the research is the familiarization with new technologies and the necessity to redefine the teaching practices both on a collective and individual level. Afterwards, a concurrent comparison with similar researches of theoretical disciplines was ventured out of which comparative research findings were drawn. The students' familiarization with new technologies, most times, is identical with the computer usage on a personal level and stems from secondary education. In only a few cases, it seems to be the result of tertiary education whereas only a small percentage identifies this familiarization with the school knowledge provided.