Son yıllarda hızla gelişen teknolojiye paralel olarak eğitim-öğretim ortamlarında teknolojinin kullanılması giderek yaygınlaşmıştır. Bu teknolojilerden biri olan Web 2.0 araçları daha etkileşimli ve paylaşımcı bir eğitim-öğretim ortamı yaratma potansiyeli ile giderek popülerlik kazanmaya başlamıştır. Web 2.0 araçlarının Türkçe öğretimi alanında kullanılmasına yönelik çalışmalar alan yazında neredeyse yok denecek azdır. Farklı alanlarda yapılan çalışmalarda eğitim-öğretim ortamlarında kullanımı olumlu sonuçlar veren bu araçların Türkçe öğretiminde kullanımının Türkçe öğretmen adayları açısından nasıl değerlendirildiğini ortaya çıkarmak önemli olarak değerlendirilmektedir. Bu noktadan hareketle, bu çalışmanın amacı Web 2.0 araçlarının Türkçe öğretmeni adaylarının ders algıları üzerindeki etkisini ortaya koyarak alan yazına ve Türkçe eğitimine katkıda bulunmak ve benzer çalışmaların Türkçe eğitiminde gerçekleştirilmesine zemin hazırlamaktır. Çalışmanın örneklemini İstanbul’daki bir devlet üniversitesinin Türkçe öğretmenliği bölümünde okuyan 45 öğrenci oluşturmaktadır. Türkçe öğretmeni adaylarına sekiz hafta boyunca Web 2.0 araçları kullanılarak bir dizi etkinlik yaptırılmıştır. Deneysel süreç sonunda öğrencilerin görüşlerini belirlemek için Yuen vd. (2011) tarafından geliştirilen anket uygulanmış ve 32 katılımcı uygulanan ankete dönüt vermiştir. Anketten elde edilen bulgular ışığında, çalışmaya katılan Türkçe öğretmen adaylarının Web 2.0 araçlarının derslerinde kullanılmasına yönelik algılarının olumlu olduğu ortaya çıkmıştır. Adaylar bu araçların, eleştirel düşünme becerilerini, ICT becerilerini, öğrenci-öğretmen arasındaki dönüt sürecini, yaratıcılık gücünü, bilgi erişimi ve paylaşımını geliştireceği kanaatini paylaşmaktadır.

The use of Web 2.0 tools, enabling to create a more collaborative and participatory learning and teaching environment, is on the increase in educational settings. However, very few studies have focused on the use of Web 2.0 tools in teaching Turkish as a first language and on the perceptions of preservice Turkish teachers towards their use in their courses. This indicates a need to understand the use of Web 2.0 tools and perceptions of the preservice Turkish teachers. The current study aims to investigate the perceptions of pre-service Turkish teachers towards the use of of Web 2.0 tools in their courses. In recent years, rapid developments in technology have significantly influenced education. In line with these developments, the institutions in the education sector are in search of new teaching models to meet the needs of the students (Klopfer et al., 2009). For language education, which requires the use of technology more than any other fields of social science (Kartal, 2005), the potential of technology can be considered as limitless (Seljan et al., 2006). In this context, Web 2.0 tools, facilitating colloboration, information sharing between the students and also the teachers (Tu, Blocher & Ntoruru, 2008), may have a great potential for language teaching. According to Horzum (2007) these tools can enable active participation of the students and their interaction with the course content. Moreover, the tools can provide flexible working hours in and outside the classroom, help students with different learning styles (Prashing, 2006) and create a collaborative learning atmosphere (Harris & Rea, 2009). The use of Web 2.0 tools in education has been gaining popularity due to the aforementioned reasons. There have been several studies investigating the use of a variety of Web 2.0 tools such as social media (Benzer & Gül, 2013; Tınmaz & Çağıltay 2012) and wiki and blogs (Koçoğlu, 2009, Yavuz & Tok, 2014) in language teaching-learning. This study aims to contribute to the growing area of research on the use of Web 2.0 tools by exploring them in teaching Turkish as a first language setting. There have been very few studies investigating the use of Web 2.0 tools in teaching Turkish. The current study provided an important opportunity to understand the perceptions of preservice Turkish teachers towards the use of web 2.0 tools in their courses. In this study, the questionnaire developed by Yuen et al. (2011) was used to gather data from the participants with the researchers’ granted permission. Yuen et al.’s questionnaire has 3 sections including perceptions, interest, and use and the reliability of the questionnaire was very high (Cronbach’s Alpha 0.98). For the purposes of our study, we use the perceptions section including 20 five-item Likert scale ranging from strongly agree (5.00) to strongly disagree (1.00). The section was translated to Turkish and content validity was established with the opinions of four professors with two different specializations: Turkish Language Teaching and English Language Teaching. After the minor changes based on the opinions of the experts, the questionnaire was piloted on 40 students who took a course called Advanced Reading and Writing with the use of similar Web 2.0 tools, from an Elt department in İstanbul, Turkey. Following these steps, Cronbach’s Alpha was found reliable (0.90), and the questionnaire was used on actual participants of the study. The participants of the study were 3rd grade pre-service Turkish teachers (n=45) of a Turkish Language Teaching Department of a state university in İstanbul, Turkey. Of the 45 participants, 32 were answered the questionnaire which was sent online as forced questions. Participants consisted of 22 female students (68%) and 10 male students (32%). The participants were provided with the materials and activities through the use of Web 2.0 tools for 8th weeks-long period in the course called Listening Education. All the materials and activi