This thesis explores the way that new media epistemologies are changing the nature of knowledge and expertise in our world today—and attempts to address the challenges and opportunities that educators are facing in the wake of the internet revolution.  In order to conceptualize and contextualize this line of inquiry, the thesis begins with a brief history of media epistemologies ranging from the oral period through the era of the printing press.  Having established the appropriate context, the author then investigates how the internet presents a radically democratic textual environment, which encourages collaboration and allows everyday people to act as producers of media (rather than mere consumers).  While this thesis argues that are several advantages associated with this new media paradigm, it also examines how the Digital Divide often prevents underprivileged student populations from developing technological literacy.  In order to counteract this trend, the author argues that teachers have to understand the epistemological dimensions of new media platforms.  Otherwise, the danger is that we will continue using today’s tools to prepare students for yesterday’s world.