Abstract
This study aimed to examine the web 2.0 tool usage competencies of Turkish and Turkish language and literature teacher candidates. The participants' proficiency with Web 2.0 tools was assessed in this context based on several characteristics. 279 teacher candidates (219 female and 59 males) were the subjects of the study, which was carried out at an eastern Turkish university. The data was gathered using Google Docs (Google Forms) and the “Web 2.0 Tools Usage Competency Scale (WAKYÖ)” created by Çelik (2021) as the data gathering method. The results of the study indicate that the digital competency of teacher applicants is frequently in the medium range. The results show that while most teacher applicants use social media, they don't use it frequently. In the gender-based examination, male teacher candidates performed much better than female teacher candidates when using Web 2.0 tools. However, an analysis of age groups shows that there are no discernible differences in Web 2.0 tool proficiency. The examination conducted based on the department or main science that each student pursued at the university revealed that teacher candidates with varying degrees of education possessed comparable levels of digital proficiency. However, there was no discernible difference in the analyses conducted based on the individuals' devices, their use of social media, the amount of time they spent on it each day, and whether or not they had taken computer or information technology courses during their undergraduate studies. The results showed no appreciable variation based on family income level. The results suggest that the focus of educational activities should be on more effective ways to improve digital skills. This makes it obvious that specialized training and support programs should be developed to fulfill the requirements of teacher candidates while taking into consideration factors like academic specialization and gender.