This study aimed to observe whether the learning environment created by digital classroom technologies has any effect on the academic success and online technologies self-efficacy of 7th grade students. In this study, an experimental design with a pre-test/post-test control group was used. The research was conducted with 58 students in a secondary school of Ankara. At the beginning of the study, the students in the experimental and control groups used the "Academic success test" developed by the researcher and "Online Technologies Self-Efficacy Scale" developed by Miltiadou and Yu (2000) as pre-tests. At the end of the four-week experimental period, both groups used the same scales as post-tests. The results of this research have indicated that there is a meaningful difference in terms of academic success in favour of the experimental group. However, it has been shown that there is no meaningful difference in students' online technologies self-efficacy. This research results are expected to provide useful information about the digital classroom's being used at schools. In addition, when the importance digital classroom gave to interaction between parents and the school was thought, including parents into the research process may help to see the shortcomings clearly and develop the digital classroom.