Özet:

This study aims to examine the effect of Web 2.0 application on the development of digital literacy skills and web pedagogical content knowledge. In the study, which was carried out with a pre-test post-test experimental design without control group, the subjects in the groups were determined by simple random sampling. 31 pre-service teachers studying in their 3rd years at the Turkish Language Teaching Department of Recep Tayyip Erdogan University consists of the study group. Web Pedagogical Content Knowledge Scale and Digital Literacy Scale were used to collect the data in the research. For the analysis of the data obtained in order to examine the effect of the experimental procedure, T-Test was used for dependent groups. As a result of the analyzes, it was determined that the total score of the digital literacy scale and the post-test scores of the attitude, technique, cognitive and social dimensions showed a statistically significant difference in favor of the experimental group. When it is examined in terms of the development of web pedagogical content knowledge, it has been determined that the total score of the scale and the post-test scores of the dimensions of general web, communicative web, pedagogical web, web pedagogical content, and attitude towards web-based teaching differ statistically in favor of the experimental group. Based on these findings, it can be said that the Web 2.0 applications significantly affects the development of web pedagogical content knowledge and digital literacy skills.