ABSTRACT
Since the previous edition of this Handbook (Caverly & Peterson, 2000), much has happened in technology. Technology has been embedded in almost every aspect of our academic lives, our workplaces, our homes, and even our coffee shops. Emerging over the last decade have been new technological devices to entertain us (e.g., iPod); means of sharing this information and entertainment through devices in the form of podcasts through our personal digital assistants or mobile smart phones (i.e., iPhone); and forums created for discussing what we and others shared in the form of blogs (i.e., web logs, or online discussion forums); dynamic web pages to meet and share in new communities music, video, audio, graphics, and text managed by us and others in the form of wikis (i.e., social networking web pages that end users can create, edit, and publish, such as MySpace or Facebook). In the middle, post-secondary schools are delivering a “higher” education through both brick and mortar campuses as well as distance education and open-source courseware (i.e., free, online courses in which anyone can enroll). At the end of the K-16 education pipeline, the workplace is fretting over a workforce ill-prepared to succeed in the literacy and technological demands of the 21st century (cf., Preface, this volume). What is it we in developmental education must consider to develop technological literacy and work toward technological fl uency?
