The increasing use of technology in education has significantly transformed university students' learning processes. Digital tools, in particular, have made accessing information easier and learning methods more interactive. However, improper or excessive use of technology can lead to issues such as distraction, information overload, and time management problems, which may contribute to learning difficulties. Therefore, it is essential to develop strategies for effective management of technology use by university students. Purposeful and disciplined use of technological tools not only optimizes learning processes but also prevents technology from becoming a source of stress.
Students with learning difficulties may benefit from the advantages of technology while simultaneously facing its drawbacks. Digital learning platforms and adaptive learning software can provide personalized learning opportunities, offering valuable support. However, excessive or complex use of technology may increase cognitive load and make learning processes more challenging for these students. For instance, accessing multiple digital resources simultaneously can overwhelm the information processing capacity of students with learning difficulties, negatively affecting their learning experience and reducing academic success.
The aim of this study is to statistically evaluate the technology usage score of 690 students studying in different faculties at Istanbul University-Cerrahpaşa in terms of demographic and general characteristics. In the study, the technology use attitude scale developed by Aksoy (2018) was used. technology use score value is normally distributed as a result of Kolmogorov-Simirnov test. Independent sample t test was used in pairwise group comparisons and one-way ANOVA was used in group comparisons of 3 or more. As a result of the analysis, it was determined that the technology use score of male students, students aged between 18-20 years, engineering faculty students, first year students, students who use the internet more than 5 hours a day, and students who think that they do not have learning difficulties were significantly higher.
To manage technology use and overcome learning difficulties among university students, a strategic plan must be established. This plan should primarily focus on understanding the individual needs and learning styles of students. Technological tools should be integrated into personalized education programs and used in ways that align with each student's learning capacity. Educators should adopt methods to steer students away from technology dependency and enhance their time management skills. Moreover, digital literacy training should be provided to encourage students to use technology consciously. Such strategies can make a significant difference in overcoming learning difficulties and enhancing students' academic and personal success.

Keywords: Learning Difficulties, Manage Technology, University Students, Statistical Analysis.