The rapid development in IT in the twenty-first century have along with the COVID-19 pandemic have had effects on the field of education, with the need to use technology for educational purposes arising. Mobile phones, which hold a more important place than computers, also became a part of education. In today's world, it is possible to access educational content without any limitation of time and space. Individuals who desire to learn a new language but cannot do so due to financial difficulties or free time have moved toward mobile learning methods. “YIT101” is a mobile application designed to teach Turkish as a foreign language independent from time and location and targets basic Turkish A1 level course content. This application enables users to access information when needed and to learn Turkish as a foreign language outside the classroom environment independent from a formal instructor, allowing them to save time.

Constantly changing and developing technological life eases life on one hand, and creates new risks on the other. In the 21st century which is termed as “the age of technology”, computer and internet usage have become indispensable elements of life. Internet addiction has recently emerged as a new type of addiction which came to the agenda with technological developments. Failing to impose restrictions on internet usage, continuing to use it despite its social and academic damages and suffering from excessive anxiety when access to internet is restricted are symptoms of this new type of addiction and is one of the first examples of digital disease types which entered psychiatry literature as of 1990s. These types of recently-defined digital diseases which can be seen at almost every age have turned into a risk factor especially for 12-18 age group. The purpose of this article is to examine the types of digital diseases which emerge out of social media usage and problematic usage as a result of digitalization.

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