Noting that journalism and mass communication educators have experimented broadly with computer applications since the 1970s, this paper suggests that momentum is building in the 1990s in three areas (industry imperative, social significance, and pedagogic promise) to integrate computer-mediated communication (CMC) into the journalism and mass communication curriculum. The paper first defines CMC and discusses its development. The paper then notes that knowledge of and facility with CMC is becoming a requirement for the computer literate professional of the 1990s. Two general approaches toward the pedagogic use of CMC are outlined in the paper: adoption of CMC in every course as a supplemental means of student-professor and student-student communication; and introduction of CMC into target core courses (such as media law, reporting, and media management) where CMC would facilitate communication with and among students, and also enhance the instruction of a number of topics already addressed in various courses. The paper also discusses general points to consider when putting a class "online," such as: establishing students' computer accounts; creating a new bulletin board or participating in an existing board; motivating usage of CMC; and developing a student guide for the e-mail and bulletin board technology. The paper concludes that educators must find ways to overcome initial resistance among students and colleagues to CMC, and must locate niches in the curriculum in which CMC could be usefully integrated. Sixty-nine notes are included. (RS)