In this article, Literacy 2.0 is defined in terms of Web 2.0 influences. Literacy 2.0 encompasses several major characteristics that distinguish it from traditional literacy practices (Literacy 1.0). For educational technology professionals, Literacy 2.0 skills become a critical means for developing lifelong learning.

Stavros Demetriadis is currently an Assistant Professor with the Department of Informatics, Aristotle University of Thessaloniki (AUTh) in Greece. He also earned his Bachelor's degree in Physics and a Master Diploma in Electronic Physics from AUTh. He became interested in information and communications technologies when he was a high school…

Educational technology integration in higher education consumes enormous resources but with little evidence of efficacy, due in large measure to lack of vision and a cohesive strategy. Instructors perceive formidable technical skills in undergraduate students, untapped in an instructional role, but this may be unfounded. This article proposes a…

Describes study that examined the effects of computer use in the literacy program for communication disordered elementary school students, and determined which literacy effects could be attributed to problem-solving software and which to word processing software. Treatments for the experimental and control groups are described, and results are…

Discusses participant characteristics, course content, teaching strategies, and follow-up activities of two inservice teacher computer training programs responsive to needs of beginners (providing basic skills to teachers with no familiarity and computer anxiety) and advanced users (dealing with issues of systematic classroom integration of…

Provides suggestions and examples for self-training on use of the Web. Focuses on three questions about guidance, motivation and Web training: (1) "Is this class right for me?"; (2) "Now that I'm here, what do I do?"; (3) "What motivates me now and keeps me coming back later?" (AEF)

The K-12 and higher education communities have already voiced the need for technologically literate teachers. Standards movements and licensing agencies are stressing the importance of technology skills for beginning teachers and legislation is being passed which provides the impetus for change. Teacher preparation programs must have goals for…

Summarizes the results of six studies that examined differences between courses in computer programming and computer literacy, and the relationships between achievement in these courses, student personality traits, cognitive styles, and gender. Suggestions for future research are made. (7 references) (CLB)

To determine how the Internet is being used in education, researchers surveyed newsgroup participants. Questions concerned demographics and usage. Responses totaled 147. Results indicate that there is a solid foundation of users who are optimistic about the future despite hardware and software problems and concerns about offensive material. Seven…

Examines how institutions must help students develop skills they will need in the early part of the 21st century to get the attention of employers and find good jobs. Discusses economic change and the new worker, and preparing students to use technologies for their personal/professional survival in the knowledge economy. (AEF)

Compares two surveys--one of school administrators and one of computer experts--on perceptions of priorities among computer competencies for school administrators. Analysis includes importance of computer literacy; programing, application, hardware/software, and resource acquisition skills; and awareness of training needs. Experts were found to be…

Reviews literature, particularly journal articles, related to competencies needed by teachers for successful classroom computer implementation. Several key areas in which teachers should receive training are suggested, and 16 references are provided. (EJS)

Describes the design, development, and implementation of an educational media technology course at Miami University (Ohio) for preservice teachers. The four modules that comprise the course are described: (1) computer, (2) film/video, (3) information skills, and (4) photography/graphics. Results of course evaluations are also discussed. (13…

Examines three main aspects of using the Internet in education concerning (1) activities that can be carried out on the Internet; (2) skills and knowledge teachers need to make full use of the opportunities that networking offers; and (3) classification of the educational goals that can be pursued with the aid of networking. (AEF)

Looks at some key elements of teachers' knowledge and skill bases and considers how these might be supported in Web-based instruction. Describes the "micro-genres" that constitute the instructional events of the online class. Introduces a software package to demonstrate how these interactions may be facilitated in practice. (Author/AEF)