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Linking Literacy and Technology is an essential resource for reading teachers, preserves and in-service teachers, curriculum consultants, and curriculum supervisors whose goal is to use technology to help children develop and use literacy for content area learning in the K-8 classroom.

Section 1 of the book addresses the questions of why instructional technology should be used to support literacy learning and how a teacher can begin to use it.

Section 2 offers ideas for using instructional technology to support skill development, reading development, writing development, and content area learning.

Section 3 explores ways in which instructional technology can be integrated in the literacy curriculum and offers strategies for meeting the challenges of integrating technology in the future.

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The purpose of this book is to extend and enlarge the dialogue on policy issues related to e-learning.  It is timely because virtual schools are proliferating and likely will continue to do so in the foreseeable future.  The writers in this collection of essays have studied the issues; several have direct experience with virtual schools.  All are concerned that schools of every sort, including virtual schools, offer the best possible education.

The essays are divided into two sections.  Part I, From Distance Education to Virtual Schooling, offers background.  Virtual schooling has its roots in distance education, and so it seems appropriate to ground this collection with two historical pieces, both first published relatively recently, in 1998, but "historical" nonetheless, given the pace of technological change.  Part II, E-Learning Policy and Practicality Come of Age, is the heart of this volume.  The essays in this section are written by individuals who consider various aspects of virtual schooling and e-learning policy.

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