The centrality of communication education in classroom computer‐mediated‐communication: Toward a practical and evaluative pedagogy

Abstract

The case is made here that a more balanced pedagogical perspective for use of computer‐mediated‐communication (CMC) must be created by the communication discipline in order to assure its centrality as the key academic source and authority on CMC. A more balanced pedagogy will address both practical and evaluative concerns. The practical concerns are primarily tied to access, judicious use, and potential consequences associated with CMC. Evaluative concerns illustrate the primacy of crafting a clear cost‐benefit equation for usage, the focus of appropriate skepticism and criticism, and development of clear assessment standards. There is a path to a clear pedagogical agenda that can ensure the communication disciplines’ proper role in the academy at large.