Along with the studies of integrating digital technologies in education, technology usage in language education has increased. But according to various studies and related literature, these instructional tools are not seemed to be used adequately, in Turkish language teaching. Language teaching is based on development of main language skills so technological tools and environments can be used for different practices like repetition or demonstration. Also in teaching Turkish as a foreign language, digital technologies can provide both more effective language teaching and connection with more people who wants to learn Turkish all around the world. On the other hand, new generations are growing more familiar with the technology. Because of all these reasons integrating digital technologies in Turkish education seems to be compulsive. In line of this purpose Turkish education, both as a mother tongue and a foreign language, should be converted as suitable for technology usage and Turkish teacher candidates should take instructions for technology usage in education faculties. This study, which was prepared with this perspective, aims to determine how to use digital technologies in Turkish education and consists of two stages. In first stage related literature had been scanned and how to use social media platforms, web sites, screencast applications and web platforms that provides working collaboratively in Turkish education was explained. (www.turkceyurdu.com), which was created by authors, was introduced and its areas of usage were defined. This website was used at Kastamonu University Turkish Teaching Department in “Teaching Turkish as a Foreign Language” lesson in spring term 2014 – 2015 for providing additional materials for this lesson. In 2015 – 2016 fall term it is still using in “Turkish Written Expression” lesson for implementation of flipped classroom method in this lesson. This website created in wordpress database and provides a lot of advantages in instructional periods. Besides the advantages there were some problems in integrating website in lessons. These were explained with Sydney Prensky’s definition of digital natives and immigrants. Technology has brought about a paradigm shift at the point of usinglanguage. When the developments in education are handled in thehistorical process, firstly there was a face-to-face oral informationtransfer at pre-writing period. Later on, the development of written andprinted sources based on literacy period have emerged and continue todominate today. However, with the development of digital technologiesand internet, it is stated that a second orality culture period is entered(Ferris and Wilder, 2006). On the eve of this paradigm shift, languageeducation need to be re-organized in accordance with this paradigm shift.This study, which was prepared with this perspective, aims todetermine how to use web technologies in Turkish language education.In line with this purpose, how to use social media platforms, web sites,screencast applications and web platforms that provides workingcollaboratively in Turkish education was explained.1.1. Classroom Management SystemsClassroom management systems are virtual environments createdby teachers for providing different kinds of learning options. By thesesystems, students can reach documents about lessons and contact theirteachers online. In order to use them, students have to create profile andpassword. Thanks to these virtual profiles, teachers can follow theirstudents’ development.1.2. Social NetworksIn social networks users can share their ideas, photographs, videosand different activities. Thus, these web tools can be used for languageeducation which aims to develop students’ comprehension andexpression skills. Language teachers, looking for different environmentswhere students express themselves, can use these networks.1.3. Sms / Skype / Hangouts / Facetime Message SystemsWritten, voiced and visualized message systems are used inlanguage teaching frequently. These systems usually used forextracurricular practices and homeworks because of their effectivenessand flexibility. Thus they can be used in Turkish language teachingeffectively.1.4. ScreencastsScreencast programs can record user’s visual and voice andscreen’s visual synchronously. By this way students can watch teacher’spresentation and other visual materials at the same time. Students canwatch instructional screencast videos whenever and wherever they want.Thus we can say these video recordings provide more flexibility, mobilityand opportunity for repetition.1.5. PodcastsPodcast is broadcasting the audial material from internet and theserecordings can be listened from internet or portable music players. Themain difference from radio broadcasting, audiences do not have to listenbroadcast at the same time. In Turkish teaching, these kind of broadcasts can be used for development of students both listening and speakingskills. Also students can make repetition out of classroom time as muchas they can.1.6. PadletPadlet is virtual educational panel or wall web tool. Teachersusually design a panel for creative or collaborative exercises in classroomenvironment. This application gives an opportunity to create this panelin virtual area. In Turkish language teaching this web tool can be usedin development of writing skills, especially in collaborative writing.1.7. KahootKahoot is a web tool provides creating a knowledge contest. Thiskind of contests help teachers to make repetition of subject and measurestudents’ leanings. In Turkish written expression lesson, this web toolwas used for measurement of dictation and punctuation rules chapter.By this educational contests, students get funny and teacher could seestudents’ current level. Also this kind of games make lessons moreentertaining and raise students’ motivation.2. Usage of “Turkcey