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Remote control: Identity, power and technology in the communication classroom
Communication Education (2003)
  • Andrew F Wood, San Jose State University
  • Deanna L Fassett, San Jose State University
Instructional communication researchers, by focusing attention on "how-to" matters and forays into conventional areas of study (i.e., immediacy, apprehension), neglect a nuanced treatment of student and teacher identity. Such a perspective is relatively disembodied and fails to engage actual classroom interactions. By engaging in autoethnographic analysis of their experiences with instructional technology, the authors reveal a more complex understanding of how instructional identities interact. In particular, the authors advocate an understanding of power that is distributed, embodied, and malleable.
  • Educational Technology,
  • Distance Education,
  • Computer Mediated Communication,
  • Virtual Classrooms,
  • Classroom Communication,
  • Instructional Leadership,
  • Communication Research,
  • Ethnography,
  • Teacher Student Relationship
Publication Date
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Citation Information
Andrew F Wood and Deanna L Fassett. "Remote control: Identity, power and technology in the communication classroom" Communication Education Vol. 52 Iss. 3-4 (2003)
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