When the World Wide Web first went mainstream in the mid-1990s, people saw it primarily as a place to store and surf for information. The Web generated a lot of excitement among the education community in those early days. The past few years have witnessed the emergence of new ways to experience the World Wide Web. The term "Web 2.0" is frequently used today to describe the Web's transition from a collection of static websites containing information, to a more dynamic, interactive, participatory, and content-sharing environment. More than a research/study tool, the Web is providing students with the means to create, edit, produce, distribute, and comment on their own and others' original artistic content. In this article, the author discusses the role of teacher education in preparing teacher candidates to educate today's youth in light of the possibilities that new and emerging technologies have to offer. While there is no one "right" approach or model for preparing art teacher candidates to effectively teach with technology, the author presents some practices art teacher educators can use to increase their students' capacity for integrating new technology successfully in their future classrooms. (Contains 15 figures.)