The Digital Revolution and Communication

Academia in Western culture is seemingly somewhat resistant to change (Jukes and McCain, 2000). An example given by Jukes and McCain pertaining to the rate of change in the United States due to advancements in technology versus the rate of change in the educational system can give people a better understanding of how different schools are from the business world. For example, Western culture is like a freight train. Decade after decade this train becomes faster, more fuel-efficient, and may even acquire a new body design. The rest of the world eventually transitions from a train on the tracks to an automobile and then to a jet plane. Throughout all of these changes, education has remained the reliable-yet-slow train on the tracks. If secretaries ten years ago were transported to this day and age and asked to perform their same job duties in this computer-infiltrated workplace after some brief training, would they succeed? Fortunately, the persistent need for a communication “upgrade” in the classroom has finally arrived in the form of the Virtual Classroom and Computer-Mediated Communication (CMC). Teachers and students alike ar

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