Abstract
This article examines the curricular implications of emerging communication technologies, emphasizing that the central concern within the communication discipline remains the study of human use and social impacts of technological systems rather than their mechanical features. It argues that new media function primarily as extensions of existing forms, particularly as telecommunications and computing converge, enabling greater informational access, individualized communication, and distributed decision making. Rather than creating entirely new courses, the article proposes revising current communication curricula to reflect changes in media environments. Key areas for integration include the shift from mass communication to demassification through narrowcasting and text services, the role of office automation in organizational communication, the application of group communication theory to teleconferencing, and the importance of interpersonal communication strategies within technologically mediated environments. The discussion also highlights broader behavioral implications such as altered perceptions of time and space, increased choice among communication channels, expanded mobility and connectivity, and challenges related to technology adoption. It concludes that communication programs should prioritize updating foundational coursework to incorporate technological contexts while maintaining traditional disciplinary commitments to human effectiveness and interaction.
Recommended Citation
Williams, Frederick
(1986)
"Curriculum Implications of the New Technologies,"
Association for Communication Administration Bulletin: Vol. 55, Article 22.
Available at:
https://stars.library.ucf.edu/aca/vol55/iss1/22
