Nowadays, the technology and social media is the most popular culture for people. The social media is used so frequently that the people start to share their special life and learn information about the others’lives. The teenagers and pupils share their special lives easily in the social media. Tagging a picture, adding friends, sharing videos, getting avatars or tweeting. All these terms have been a joint jargon among university students while Web 2.0 is becoming widespread all over the world (David, 2010). Especially, Web 2.0 tools are spreading all over the world. It can be said that Web 2.0 tools are necessary for the people to be social. The most frequently used Web 2.0 technologies as cited in literature are blogs, wikis, podcasts, video sharing and social networking sites (Davies & Merchant, 2008; Griffiths & Wall, 2011; Kuzu, 2007; Meyer, 2010; Usluel & Mazman, 2009). If these tools are common in the society, these usage should be used for education. The more natural is the learning,the more people can use it for the life. Particularly language teaching, it is the most useful way to teach the target language. Because the main aim of foreign language teaching is to provide a learnercentered environment where learners use the target language to interact with others. In educational environment, the use of the Internet based resources has been increasing. Because it is possible to gain the authentic materials for teaching the language. The language learners should acquire the language like mother tongue. It is necessary to consider the impact of social networking sites owing to the current widespread use of social media platforms such as Facebook and Twitter. Web 2.0 tools both provide authentic material for teaching and assist teaching of language skills. Therefore, Web 2.0 tools such as blogs and podcasts can be used in the integration of language skills in order to increase and enhance authentic communication. Because of all these benefits, language learners’ opinions about the use of Web 2.0 tools should be researched. The integration of these tools into the language learning and teaching is very important for language learning. The main purpose of this study is to explore the use of Web 2.0 tools among Pre-service english teachers. For these reasons, Pre-service english teachers were asked to fill in a questionnaire to find out their attitudes towards the use of Web 2.0 tools. They respond to whether there is any meaningful relationship between the pre-service English teachers’use of Web 2.0 tools and individual characteristics such as (a) sex; (b) age and (c) computer experience or not. In order to collect data from Pre-service teachers concerning their attitudes towards the use of the Internet and Web 2.0 tools, a questionnaire named“The Internet and Web 2.0 Tools User Questionnaire." is used. The first part examined the participants’ demographic features such as sex, age, department graduated, teaching experience, and computer experience. The second part was designed to find out the frequency of the Internet and Web 2.0 tools use in a week among participants. The next section aimed to learn about participants’ proficiency in using some of the computer and the Internet applications. Finally, part four was designed to determine participants’ perceptions of the Internet and Web 2.0 tools use for teaching purposes. The participants of the study consist of 113 teacher candidates who continue their education in Gazi Education Faculty English Department . Data collection procedures took place in during the second semester of the 2015-2016 academic year.The survey data were analyzed using SPSS 23.0 and reported employing appropriate measures and procedures. According to the findings, the majority of teacher trainees are female, mainly first (stage) and most of them have computer experience of 1-5 years interval. In addition, there is no significant difference between the groups according to the gender, stage and computer experience variables. The cause of the similarity between the groups according to the gender is the possibility of closeness of the interests and the ideas of the teachers' because of the departments and the education that the teachers have are the same. Although there is a difference between the first and the secondary stage of the teachers’numbers , there is no differences between the teachers’ views on the use of Web 2.0 tools in terms of the stages of them. As a result, it can be said that the aims and methods of the lessons the candidates have studied may be the same. Finally, it is found that there is also no relationship between the teachers’ computer experiences and views. As a result of this data, it can be said that the candidates’ ages, departments, and lessons they study in different terms, their instructors and the aims of the lessons are not different from each other. To sum up, it can be said that the technology and the usage of Web 2.0 tools in daily life and education is so common in the society that views on the usage of them is starting to mutual. The culture of the usage of these tools is widespreading all over the world. So, it should be normal to meet commonality of the usage of the technology. That kind of commonality is the result of a social media culture. This kind of culture means there is no difference between the ages, genders, educations, cultures, social status and countries. So the preferences and views’ on the technology and Web 2.0 tools are universal. The research and analysis gained here may provide insights for further studies on the integration of technology into language teaching and learning. In light of the results of this study, appropriate training programs in necessary areas may be suggested for language classes since teacher candidates at universities in Turkey improve their appropriate technological knowledge.