This study aimed to (a) determine how The History of Turkish Education course was taught under the current conditions, (b) identify the current status of the second-year student teachers (hereafter student) of preschool education regarding the technopedagogical education, (c) design history of Turkish education course activities based on technopedagogical education and specify its effect on the learning-teaching process, and (d) specify the opinions of students on the subject. Action research was applied to achieve this purpose. The researcher designed an action plan and implemented it into a two-hour history of Turkish education course that lasted 12 weeks in the 2018-2019 spring term. The study was conducted with 30 students. Content analysis was used to analyze the data obtained through semi-structured interviews and open-ended questionnaire forms. Findings displayed that traditional methods were used to teach the history of the Turkish education course. Besides, students were passive and had no training based on technopedagogical education. The course designed based on these findings positively affected the learning environment. The students became active, collaborated with their classmates, and communicated constantly with their friends and lecturers even outside the class through social media. However, those who were familiar with traditional teaching methods had difficulty in adopting technopedagogical methods at the first stage; they were adapted to these innovations over time. It was suggested that a course with emphasis on theoretical knowledge (e.g., the history of Turkish education) should be taught based on technopedagogical education in such a way that students could be active.