Educators are concerned about what their students are learning in their interaction and participation in the digital culture. For art educators specifically, the digital and new media practices youth engage in raise other important questions: When contributing to the digital culture, what are they creating? What are the aesthetic qualities of the content they produce and disseminate? What inspires and drives these creations? In the authors' attempts to address these questions, they reviewed recent literature authored by educators who discuss their practice and research in face of the new forms of visual culture supported by digital technologies. Their analysis is based on selected articles from the book "Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture" (Sweeny, 2010). This compendium offers different points of view, which the authors generally find to be representative of art education theory regarding these issues. They employ the article by Shen Kuan Chung (2010), "Cybermedia Literacy Art Education," as a central reference that raises awareness for the need to foster cybermedia literacy in art education, a concept that the authors found to be recurrent in several texts in the same publication (Stokrocki & Sutton-Andrews, 2010; Darts et al., 2010; Tillander, 2010). In addition to the literature reviewed, their reflections also drew from their own research (Freire, 2009) and teaching experiences to identify approaches that can be used by educators to introduce contemporary new media art practices in the curriculum. In this article, they have synthesized their reflections in a framework of four approaches, which they have used as curricular units that highlight some of the technical processes and formal properties of new media art. They demonstrate that through exposure to and analysis of new media art, students can learn how to apply their media knowledge and technological skills for creative practices, while cultivating the skills to analyze a wider spectrum of media in this digital culture.