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In the past years, considerable effort has been made towards integrating technological enhancement and support for learning, these technologies have not only impacted the field of education, but have also expanded and challenge our thinking of what constitute a learning environment.In spite of the fact that the world is without a doubt three dimension, we are always inclined to teach by utilizing two dimensional technology, which we know is static and offers no powerful substance, but since we trust it to be more adaptable, more helpful and less expensive.This research is a quantitative research that explores the use of two different questionnaires to access the level of 3D technological readiness and general technological readiness among students of the Turkish Republic of Northern Cyprus and all analysis were done using SPSS version 20 software.The questionnaires were both found to be reliable with Cronbach's Alpha .730 for 3D technological questionnaire and .783 for the general technology questionnaire It was found that the students are ready for the implementation of 3D technology in education with mean = 3.5403 and that they are undecided when it comes to general technological readiness with mean = 3.427 which was attributed to the ambiguous nature of the word technology.No significant difference was found in terms of readiness between the two genders, but Civil Engineering Department students are more ready. A significant positive correlation was found between the two questionnaires
Nawaila et al. (Wed,) studied this question.