Each community needs appropriate family, environment and community conditions to ensure that children are healthy and well-being. Some families cannot provide a suitable environment for their children because they do not have enough income for various reasons. Therefore, the community must help parents raise their children and protect their rights so that parents can do their duties more easily. Of course, children of families they don’t have enough income need to use ICT as well as children of families with normal income levels. These technologies provide many gains in daily life, as well as significant gains in learning environments. However, it should be taken into consideration that there may also be some negativities brought about by intensive use of technology. One of these negativities is addiction. The main way to protect children from internet addiction is to make them aware of this danger and use these technologies consciously. In short it can be said that they should educate them as media literacy. In the literature, it is possible to come across research on the subject of many variables such as access levels, usage goals, literacy and addiction levels. However, there is not enough evidence in the literature of access to these technologies, the level of use of these technologies during the education process, literacy and addiction levels of the poor family children. It can be said that the issues of internet addiction and literacy are important variables that are frequently emphasized in the field. According to this, the aim of this study is to examine the computer, mobile phone, media-television literacy, access to the internet and the use of these tools for educational purposes of poor family children. This research is a quantitative study designed in the context of descriptive survey model. The research group of the research consists of 100 students who are educated at different teaching levels selected from family’s who are in need of help by Social Assistance and Solidarity Foundation in one district center of Tokat. In order to determine the level of children's media and television literacy, the scale of media and television literacy developed by Korkmaz and Yeşil. The scale consists of 18 items which can be grouped under two factors according to the exploratory factor analysis results. Under the factor called literacy 13 items (Cronbach alpha= 0.91), under the factor called dependency 5 items (Cronbach Alpha= 0.85) is gathered. To determine the level of students' internet addiction, Internet Addiction Scale adapted to Turkish by Şahin and Korkmaz and personal data form were used. It was determined that the adapted scale consisted of 19 items that can be collected under three factors. There are 7 items under the loss control factor and the internal consistency coefficient (Cronbach alpha) was 0.90. There are 4 items under the factor called more survival wish, and the internal consistency coefficient (Cronbach alpha) was determined as 0.89. In social relations, there are 8 items under the negative factor, and the internal consistency coefficient (Cronbach alpha) was determined as 0.93. Arithmetic mean, Standard deviation, frequency, percentage, t and ANOVA analysis were used to analyse the data. According to the results of the analysis, it was concluded that; accessibility of technology is reasonable for poor families. Considering the general purpose of access to information and access to Office Programs is education, it has been determined that many of the students use it technologies for educational purposes. Most families impose restrictions on their children in order to increase their children's educational use of these technologies. Although the average for the desire to stay online is slightly higher than for other factors and total scores, the internet dependency levels of students are low. Students ' media and television literacy levels are moderate. In this study, it was observed that there was a significant increase in the number of poor female students in terms of total scores and the number of students in terms of staying online and negative factors in social relations. Female students are more media and TV literate than male students. It is significantly less dependent on the internet than students who spend less than an hour on the internet. Within this framework, the following points may be proposed:A similar study can be repeated with a broader working croup and comparable results to the needy family students in other provinces. The ratio of poor families to have te chnology is far behind TUIK. Therefore, these families should be encouraged to have this technology in order to use the technology more in the education of the poor family students. Studies aimed at raising awareness of problemfree internet usage in the e ducation of students; training studies aimed at the purpose of conscious