The policies and practices of higher education are influenced by social, economic, and technological changes currently occurring in postindustrial information societies. Competition in the globalized marketplace of mass tertiary education is transforming traditional curricula and their pedagogies. New communications and information technologies are central to these changes and to the philosophical and pedagogical shifts occurring in university classrooms. Using a case study, this paper investigates the use of online technologies in preservice teacher education. For the purpose of the study, cyber technologies and their associated pedagogical activities are conceptualized not only as tools but also as social practices. This enables a focus on learning and teaching as transformative practices. The instructional design of the course includes the posting of lecture notes on the Web and virtual tutorials through group e-mail discussions. All five criterion-referenced assessment pieces are required to be submitted at the semester's end on a four-member student Web page that is constructed as part of an assignment. The assignments, two of which are a review of Queensland Web sites and an evaluation of two search engines replete with a log of the search journey, illustrate the new forms of cyber- and techno-literacies. (Information Technology Skills Survey is appended.) (Author/SM)