Faculty Profile

Mark Warschauer
Professor of Education and Informatics

email: markw@uci.edu
phone: 949.824.2526
office: Education 3225
twitter: http://twitter.com/markwarschauer 

Biography | Books | Papers | Research | Curriculum Vitae (pdf)

​Papers

E-Reading

• Park, Y., & Warschauer, M. (March 2012). Re-envisioning reading in English as a foreign language. Jacet-Kanto Journal, 5-13.
• Warschauer, M., Park, Y., & Walker, R. (2011). Transforming digital reading with visual-syntactic text formatting. JALT CALL Journal 7(3), 255-270.

One-to-One Computing

• Warschauer, M., Zheng, B., Niiya, M., Cotten, S., & Farkas, G. (2014). Balancing the one-to-one equation: Equity and access in three laptop programs. Equity & Excellence in Education, 47(1), 46-62. (or contact author if unavailable at that link)
• Zheng, B., Arada, K., & Warschauer, M. (2014). One-to-one laptops in K-12 classrooms: Voices of students. Pedagogies: An International Journal 9(4), 279-299.
• Zheng, B., Warschauer, M., & Farkas, G. (2013). Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes. Journal of Educational Computing Research, 48(3), 267-299.
• Warschauer, M., Cotten, S., & Ames, M. (2012). One laptop per child Birmingham: Case study of a radical experiment. International Journal of Learning and Media 3(2), 61-76.
• Cervantes, R., Warschauer, M., Nardi, B., & Sambasivan, N. (2011). Infrastructures for low-cost laptop use in Mexican schools. Proceedings of the 29th International Conference on Human Factors in Computing Systems. CHI 2011. ACM. [Author's version of paper posted with permission of ACM.]
• Warschauer, M., & Ames, M. (2010). Can One Laptop per Child save the world's poor? Journal of International Affairs, 64(1), 33-51.
• Warschauer, M., Zheng, B., & Farkas, G. (2010). Final report on Saugus Union School District's SWATTEC program.
• Warschauer, M., Arada, K., & Zheng, B. (2010). Laptops and Inspired Writing. Journal of Adolescent and Adult Literacy, 54(3), 221-223.
• Warschauer, M. (2010). Netbooks and open software in one-to-one programs. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, Colorado, May 2010. 
• Suhr, K., Hernandez, D., Grimes, D., & Warschauer, M. (2010). Laptops and fourth grade literacy: Assisting the jump over the fourth grade slump. Journal of Technology, Learning, & Assessment, 9(5), 1-45.
• Warschauer, M. (2009).  Learning to write in the laptop classroom. Writing & Pedagogy 1(1), 101-112.
• Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research 38(3), 305-332.
• Warschauer, M. (2008). Laptops and literacy: A multi-site case study. Pedagogies 3(1), 52-67
• Warschauer, M. (2007). Information literacy in the laptop classroom. Teachers College Record 109(11) ,2511-2540.
• Warschauer, M. (2005/2006). Going one-to-one. Educational Leadership 63(4), 34-38.
• Warschauer, M., Grant, D., Del Real, G., & Rousseau, M. (2004). Promoting academic literacy with technology: Successful laptop programs in K-12 schools. System 32(4), 525-537. HTML version with multimedia links -- PDF version
• Warschauer, M., & Grimes, D. (2005). First year evaluation report: Fullerton School District laptop progam. [Online report.] Available http://www.education.uci.edu/markw/fsd-laptop-year1-eval.pdf

Automated Essay Scoring and Electronic Feedback

• Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. Journal of Technologoy, Language, and Assessment, 8(6), 1-43.
• Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies 3(1), 52-67
• Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research 10(2), 1-24.
• Ware, P., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland, & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 105-122). Cambridge: Cambridge University Press.

Digital Divide

• Warschauer, M. (Spring 2012). The digital divide and social inclusion. Americas Quarterly, 130-135.
• Warschauer, M. (July 2011). A literacy approach to the digital divide. Cadernos de Letras 28, 5-19.
• Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.
• Warschauer, M. (2010). Digital divide. In Bates, M. J. & Maack, M. N. (Eds.), Encyclopedia of library and information sciences, Vol. 2, Third Edition (pp. 1551-1556). New York: CRC Press.
• Warschauer, M. (2008). Whither the digital divide? In D. L. Kleinman, K. A. Cloud-Hansen, C. Matta, and J. Handesman (Eds.) Controversies in Science & Technology: From chromosomes to the cosmos. New Rochelle, NY: Liebert.
• Warschauer, M. (2007).  A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education Annual Yearbook 106(2), 147-166.
• Warschauer, M., Knobel, M., & Stone, M. (2004). Technology and equity in schooling: Deconstructing the digital divide. Educational Policy 18(4), p. 562-588.
• Warschauer, M. (in press). A literacy approach to the digital divide. In M. A. Pereyra (Ed.), Las Mulialfabetizaciones en el Espacio Digital. Malaga, Spain: Ediciones Aljibe.
• Warschauer, M. (2003, August). Demystifying the digital divide. Scientific American 289(2), 42-47.
• Warschauer, M. (2003). Dissecting the "digital divide": A case study in Egypt. The Information Society, 19(4), 297-304.
• Warschauer, M. (2003). Social capital and access. Universal Access in the Information Society 2(4).
• Warschauer, M. (2002). Reconceptualizing the digital divide. First Monday 7(7).
• Warschauer, M. (2004). Of digital divides and social multipliers: Combining language and technology for human development. Information and communication technologies in the teaching and learning of foreign languages: State of the art, needs and perspectives (pp. 46-52). Moscow: UNESCO Institute for Information Technologies in Education.

The Internet, Society, and Education Around the World  

• Warschauer, M. (2006). Networking the Nile: Technology and professional development in Egypt. In J. Inman & B. Hewett (Eds.), Technology and English studies: Innovative professional paths (pp. 163-172). Mahwah, N.J.: Lawrence Erlbaum.
• Warschauer, M. (2004). The rhetoric and reality of aid: Promoting educational technology in Egypt. Globalisation, Societies and Education 2(3).
• Warschauer, M. (2003). The allures and illusions of modernity: Technology and educational reform in Egypt. Educational Policy Analysis Archives 11(38).
• Fang, X., & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly 38(2), 301-323.
• Warschauer, M., El Said, G. R., & Zohry, A. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer Mediated Communication, 7(4).
• Warschauer, M. (2001). Does the Internet bring freedom? Information Technology, Education and Society 1(2), 93-101
• Warschauer, M. (2001). Singapore's dilemma: Control vs. autonomy in IT-led development. The Information Society. 17(4), 305-311.
• Warschauer, M. (1998). Review of The information age: Economy, society, and culture,by Manuel Castells. Computers & Composition 15, 265-267.

​
Language, Literacy, and Technology

• Peppler, K., & Warschauer, M. (2012). Uncovering literacies, disrupting stereotypes: Examining the (dis)Abilities of a child learning to computer program and read. International Journal of Learning and Media 3(3), 15-41.
• Warschauer, M., Black, R., & Chou, Y.-L. (2010). Online Englishes. in A. Kirkpatrick (Ed.), The Routledge Handbook of World Englishes (pp. 490-505). New York: Routledge.
• Warschauer, M., & Liaw, M. L. (2010). Emerging technologies in adult literacy and language education. Washington, DC: National Institute for Literacy.
• Warschauer, M. (2010). Digital literacy studies: Progress and prospects. In M. Baynham & M. Prinsloo (Eds.), The future of literacy studies (pp. 123-140). Houndmills, Basingstoke, UK: Palgrave Macmillan.
• Hansen, L., Collins, P., & Warschauer, M. (2009). Reading management programs: A review of the research. Journal of Literacy and Technology, 10(3), 55-80.
• Warschauer, M., & Ware, M. (2008).  Learning, change, and power: Competing discourses of technology and literacy.  In J. Coiro, M., Knobel, C. Lankshear, & D. J. Leu (Eds.) Handbook of research on new literacies (pp. 215-240). New York: Lawrence Erlbaum Associates.
• Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics 27, 1-23.
• Warschauer,M. (2007). The paradoxical future of digital learning. Learning Inquiry 1(1), 41-49. (also see errata)
• Warschauer, M. (2007).  Technology and writing.  In C. Davison & J. Cummins (Eds.), The International Handbook of English Language Teaching (pp. 907-912).  Norwell, MA: Springer.
• Warschauer, M. (2006). Literacy and technology: Bridging the divide. In D. Gibbs and K.-L. Krauss (Eds.), Cyberlines 2: Languages and cultures of the Internet (pp. 163-174). Albert Park, Australia: James Nicholas.
• Ware, P,. & Warschauer, M. (2005). Hybrid literacy texts and practices in technology-intensive environments.  International Journal of Educational Research, 43, 432-445.
• Kern, R., Ware, P., & Warschauer. M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics 24, 243-260.
• Warschauer, M., and De Florio-Hansen, I. (2003). Multilingualism, identity, and the Internet. In A. Hu and I. De Florio-Hansen (Eds), Multiple identity and multilingualism (pp. 155-179). Tübingen: Stauffenburg.
• Matsuda, P., Canagarajah, A. S., Harklau, L., Hyland, K., & Warschauer, M. (2003). Changing currents in second language writing research. Journal of Second Language Writing, 12(2), 159-179.
• Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3), 453-475.
• Warschauer, M. (2002) Languages.com: The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon litercies: Communication, innovation and education in the electronic age (pp. 62-74). London: Routledge.
• Warschauer, M. (2002). A review of Language and the Internet by David Crystal. Education, Communication, and Information 2(2), p. 241-244.
• Warschauer, M. (2001). Language, identity, and the Internet. Mots Pluriels 19.
• Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly 34, 511-535.
• Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates. (Introductory chapter).
• Warschauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21st century. AILA Review 14, 49-59.
• Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers' Journal 53, 61-67.

Technology and Indigenous Languages  

• Warschauer, M. (1998). Technology and indigenous language revitalization: Analyzing the experience of Hawai'i. Canadian Modern Language Review 55(1), 140-161.
• Warschauer, M., & Donaghy, K. (1997). Leoki: A powerful voice of Hawaiian language revitalization. Computer Assisted Language Learning 10(4), 349-362

Classroom Research  

• Peppler, K., Warschauer, M., & Diazgranados, A. (2010). Game critics: Exploring the role of critique in game-design literacies. E-Learning and Digital Media, 7(1), 35-48.
• Brown, D., & Warschauer, M. (2006). From the university to the elementary classrom: Students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621.
• Grimes, D., Warschauer, M., Hutchinson, T., & Kuester, F. (2006). Civil engineering education in a visualization environment: Experiences with VizClass. Journal of Engineering Education, 95(3), 249-254.
• Grimes, D., Warschauer, M., Hutchinson, T., & Kuester, F. (2005). Computer graphics instruction in VizClass. ACM Journal of Educational Resources in Computing 5(4), 1-12.
• Warschauer, M. (2002) Networking into academic discourse. Journal of English for Academic Purposes 1(1).
• Warschauer, M. (2000). Technology and school reform: A view from both sides of the track. Education Policy Analysis Archives 8(4).
• Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly, 29, 68-88.
• Warschauer, M., & Cook, J. (1999). Service learning and technology in TESOL. Prospect, 14(3), 32-39.
• Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 41-58). Cambridge: Cambridge University Press.
• Warschauer, M., & Lepeintre, S. (1997). Freire's dream or Foucault's nightmare?: Teacher-student relations on an international computer network. In R. Debski, J. Gassin, & M. Smith (Ed.), Language learning through social computing (pp. 67-89). Canberra, Australia: Applied Linguistics Association of Australia.
• Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In Warschauer, M. (Ed.), Telecollaboration in foreign language learning (pp. 29-46). Honolulu, HI: University of Hawai'i Second Language Teaching and Curriculum Center.
• Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal 13(2), 7-26
• Warschauer, M. (1996). Heterotopias, panopticons, and Internet discourse. University of Hawai'i Working Papers in ESL 14 (1).
• Warschauer, M. (1998). Researching technology in TESOL: Determinist, instrumental, and critical approaches. TESOL Quarterly 32, 757-761.

Technology and Language Learning  

• Rama, P., Black, R., van Es, Elizabeth, & Warschauer, M. (2012). Affordances for second language learning in World of Warcraft. ReCALL 24(3), 322-338.
• Lin, C-H, & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos 2(1), 58-86.
• Warschauer, M., & Liaw, M.0L. (2011). Emerging technologies for autonomous language learning. Studies in self-access learning 2(3), 107-118.
• Warschauer, M. (2010) New tools for teaching writing. Langauge Learning & Technology 14(1), 3-8.
• Ren, Y., Warschauer, M., Lind, S., & Jennewine, L. (2009). Technology and English language teaching in Brazil.Letras e Letras, 25(2), 235-254.
• Kern, R., Ware, P., & Warschauer, M. (2008). Network-based language teaching.  In N. V. Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Vol. 4: Second and foreign language education (pp. 281-292). New York: Springer.
• Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert and G. M. Petrie (Eds.) CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Earlbaum.
• Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New Perspectives on CALL for Second and Foreign Language Classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates.
• Ancker, W. P. (2002). The challenge and opportunity of technology: An interview with Mark Warschauer. English Teaching Forum, 40(4), 1-8.
• Warschauer, M. (2001). Online communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 207-212). Cambridge: Cambridge University Press.
• Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.
• Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). Cambridge: Cambridge University Press.
• Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching 31, 57-71.
• Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal 81, 470-481.
• Warschauer, M. (1997). A sociocultural approach to literacy and its significance for CALL. In K. Murphy-Judy & R. Sanders (Eds.), NEXUS: The convergence of language teaching and research using technology (pp. 88-97). Durham, North Carolina: Computer Assisted Language Instruction Consortium.
• Warschauer, M. (1998). Interaction, negotiation, and computer-mediated learning. In V. Darleguy, A. Ding, & M. Svensson (Eds.), Educational Technology in language learning: Theoretical considerations and practical applications. Lyon, France: National Institute of Applied Sciences, Center of Language Resources, p. 125-136.
• Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.) Multimedia language teaching (pp. 3-20). Tokyo, Japan: Logos International.
• Warschauer, M., & Whittaker, F. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter, 30(1), 27-33.
• Warschauer, M., & Meskill, C. (2000). Technology and second language teaching and learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.
• Shetzer, H., & Warschauer, M. (2001). English through Web page creation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 429-455). Ann Arbor, MI: University of Michigan Press.
• Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), p. 1-14.