I have been responsible for the teaching of a secondary teacher education unit called Educational Issues (EDN 482) for the past seven years, in the Faculty of Education in a small, regional Australian University. A brief look at the map will show how geographically isolated form the main centres of population in Australia, Northern Territory University is. This was one reason why I felt that some experimentation with computer mediated communication might be justified. I taught part of an educational issues unit as a limited form of CMC discussion on a dedicated listserver. A considerable proportion of the course involved teaching the students appropriate computer skills in order to practice CMC, as, surprisingly, the students, who are all graduates, had little experience even of e-mail. Even a limited form of CMC has provided some degree of technological difficulty. After teaching about the technical aspects, students then discussed a variety of educational issues on the listserver EDN482-1. Unlike many CMC units, the aim of the on-line discussion was to improve the overall quality of classroom discussion and presentation. The methodology and details of the unit will be explained in the paper. In the future, I hope that some of these students will be encouraged to start using CMC in their own courses in schools, when they start teaching. I am introducing these changes slowly, as I have been in education too long not to have seen numerous technical and philosophical innovations disappear without trace. [This paper's abstract was published in: Rupert Maclean (Ed.), Report on the UNESCO-ACEID International Conference "Re-Engineering Education for Change: Education Change for Development" (2nd, Bangkok, Thailand, December 9-12, 1996). UNESCO, 1997. p365-366.]