Özet
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Abstract
In today’s information age, with the developing of technology, the Internet is now used in nearly every field. The Internet, which makes the accessing and sharing of information easier, has become the most used technology of our age. As a result of the Internet’s effect on every sector, the education sector has also witnessed many changes, with technology having affected the education through new teaching approaches and technological tools in education have become widespread. Accordingly, teachers need to make use of the web technologies actively and effectively. Teachers’ development on web usage skills for teaching purposes should start from the pre‐service period. From this aspect, besides the content knowledge and pedagogical formation, teachers should have technological, especially Internet knowledge before graduating and should be able to integrate these knowledge areas into their lessons. Especially nowadays, considering the fact that pre‐service and in‐service education is provided through the Internet, teachers’ web pedagogical content knowledge increases in importance. In consideration of the literature, it was seen that studies on web pedagogical content knowledge increased day by day. However, there has been no comparison between departments which aim to teach languages. Therefore, it was considered that research on language teaching departments’ web pedagogical content knowledge would contribute to the field. In this study, web pedagogical content knowledge of students who studied Turkish and English Language Teaching at Sakarya University’s Faculty of Education in Turkey during the 2014‐2015 Spring semester was examined in terms of several variables.