We would like to thank NetTech, the Northeast Regional Technology in Education Consortium, for their support in producing this guide and for their overall support of our work in instructional technology over the last three years. We especially appreciate Mark Kaufman of TERC for his invaluable shepherding of our work with NetTech and for his commitment to the integration of technology into literacy instruction. Thanks to the New York State Education Department - especially to Barbara Shay and Linda Headley Walker - and to the New York City Mayor's Office of Adult Literacy - especially to Richard Fish - for their support.

Many individuals assisted with the development of this guide. We appreciate Tyrone Teekah and Claire Harnan for their keen editing and helpful suggestions and Anne B. Keating for reviewing the guide for historical and technical accuracy.

Special Thanks to David J. Rosen, of the Adult Literacy Resource Institute for his extensive contributions to the growth and development of our work in instructional technology and for being an inspiring and generous teacher. Thanks to the participants of the World Wide Web Institute for testing the models and approaches discussed in this guide and, specifically to those participants who allowed us to include their lesson plans in this publication. Thanks to Jeff Carter of Eastern LINCS and Silja Kallenbach of World Education/NELRC for their assistance in bringing the World Wide Web Institute to New England. Thanks to Chris Hopey of NCAL for his vision and for his encouragement of our work in instructional technology over the past four years. Thanks to Susan O'Connor and Debbie Guerra for being literacy and technology pioneers in New York City and for their generous assistance to us as we began to offer training in instructional technology.

Finally, thanks to all the teachers who have participated in our monthly instructional technology workshops and who tested much of the material in this guide. Their feedback has been invaluable in helping to shape and expand our understanding of what teachers need in order to begin integrating technology into instruction.

Emily Hacker and the staff of the Literacy Assistance Center