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The purpose of this paper is twofold. First, to explore the intricacies of culture along with the complex contextual factors that affect the selection, implementation and use of social media as an organizational communication channel in emerging markets. Second, by using Hofstede’s dimension of cultural variability as a framework, the paper identifies different variables that impact usage and adoption of social media in emerging markets.

A review of literature was employed for this study to glean different factors that influence social media use in less economically developed countries and emerging markets. The selected literature consisted of the following keyword phrases “social media” and “emerging markets.” The term “culture” was used to narrow the scope of the analysis.

The analysis provides insights about how elements such as context, culture, communication preference, trust, gender and literacy affect social media use of individuals within organizations and merchants operating in emerging markets. The paper, in particular suggests that all social media campaigns contain important cultural considerations for potential users who will interact with the social networks in emerging markets.

The review of literature may not have been all inclusive. Hence, certain relevant studies may have been excluded based their lack of selected keywords. Furthermore, currently there are not enough published studies in social media usage and emerging markets to fully explore the topic. Therefore, a call for more empirical research utilizing mixed method approach will provide a more comprehensive analysis.

The paper includes implications for the development of technological and cultural fit in the diffusion of social media technologies in an attempt to achieve desired results in emerging markets.

This paper identifies the need for clarity or understanding of culture when crossing cultural boundaries in particular West vs East through the use of new and social media within emerging markets.

The increased pressure to incorporate communication technologies into learning environments has intensified the attention given to the role of computer‐mediated communication (CMC) in academic settings. However, the issue of how and why these technologies, especially synchronous CMC applications, has been given less attention in pedagogical literature. This paper aims to address this problem.

The paper provides issues for consideration in the deployment of synchronous CMC in educational settings.

Shows that there are differences in asynchronous and synchronous CMC with related issues of productivity of student learning and control.

This paper outlines advantages and disadvantages of using synchronous CMC in education while offering practical guides.

This study aims to explore the use of a Computer‐mediated Communication (CMC) system in‐group conflict management, with specific attention directed toward analyzing the task effect on conflict management patterns of groups in CMC interaction.

Two tasks are used in experimental design to analyze interactions and conflict management patterns within e‐mail communication environment. Group composition and communication medium were kept constant. The group working relations coding system (GWRCS) was used to examine group interaction patterns that characterize the conflict management process.

The results demonstrate that task type influences the group conflict management process and the extent to which a group employs different levels of confrontiveness strategy in its interaction and conflict management patterns. Specifically, intellective task conflict is best handled by a high confrontiveness while cognitive task conflict is best handled by a moderate confrontiveness strategy.

The study used small group size and did not take into account variation in group size. Thus, the degree to which a larger size groups might affect the results is unknown. The study showed that group effectiveness requires different conflict management and interaction patterns for different tasks even within the same communication medium.

The study outlined the importance of task types in conflict management within the same group and within the same communication technology. It also stressed the fact that individuals apply technology differently to negotiate conflict based on tasks.

The paper aims to put into context globalization as educational, economic, and technological relations, with attention to dimensions of variability and other problems associated with domination of western and northern post‐industrial developed nations on the developing world.

The approach taken in this paper is that of a discussion of the issues.

Education in its broadest functional terms prepares populaces for interaction within the social, economical, political, and cultural domains of daily life. Global education in its encompassing reach toward the macrocosm prepares populations in many countries to co‐exist, particularly with information age technological innovations. Such an overstatement or broad sweep of the maximum view of international education overlooks in‐depth understanding of the exercise of power in the international realm.

The paper discusses the issues surrounding globalization, the economic gap between technologically trained workers and agrarian economies and the cultural divide caused by policies and assumptions.

This paper aims to describe the incorporation of technologies into two upper division Communication Studies courses at Texas Tech University.

The article discusses the methodological and pedagogical rationale used to select the appropriate technologies and to effectively incorporate them into the classroom. An early semester survey and then a post‐semester survey were administered. The survey results and implications are reported and discussed.

There are more technologies available to teachers today than in the past. Therefore, the decision to use these technologies will continue to be intricate, but instructors must make the decision based on a fundamentally sound rationale in order to succeed and attain the course goals.

The paper offers both qualitative and quantitative observations and suggestions for instructional technology in the traditional classroom.

The purpose of this paper is to frame Khaled Hosseini's novels, The Kite Runner and A Thousand Splendid Suns, as literature to expand and enhance the American secondary curriculum with multicultural themes based on Afghanistan as a geographical and cultural place in a dynamic, diverse, and complex world more mediated than ever before by computer technologies.

The methodological approach to the study is a synthesis of geographic education grounded in the concept of place and diversity pedagogy.

Khaled Hosseini's web site has become the cyber place where hundreds of readers from around the world come to express their deep emotional reactions to The Kite Runner and A Thousand Splendid Suns. At the same time, that so many diverse international readers are responding favorably to Hosseini's novels, his works are being censored in classrooms in the USA. The research outlines geographical and cultural geographic features of Afghanistan – a place torn by military efforts of several nations. In the context of diversity pedagogy, the power of the novels portrays “difference,” yet humanity in need of understanding. Further attention is given to the censorship of ideas in American education, with Hosseini's books as one example.

This paper frames Hosseini's novels as place‐based literature illustrating the homeland of Afghanistan now more accessible than ever before to international and US classrooms.