Mark Warschauer
From Wikipedia, the free encyclopedia
Mark Warschauer is a major scholar in the field of technology and learning. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and social inclusion.
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[edit] Intellectual Contribution
Warschauer’s contributions fall in four areas: technology and language learning, technology and literacy, the digital divide, and laptops in education.
Warschauer was among the first scholars to recognize the potential of new online technologies for fostering increased learning opportunities for second language learners. His several books on the topic, including Internet for English Teaching, Virtual Connections, Telecollaboration in Foreign Language Learning, and Network-Based Language Teaching, attracted the attention of second and foreign language teachers and researchers around the world. In these books, Warschauer critiqued previous views of computer-assisted language learning, which often emphasized tutorials of grammar and vocabulary, and instead articulated a vision of global citizenship and agency through online communication and research.
Warschauer expanded this vision with his book Electronic Literacy: Language, Culture, and Power in Online Education. This book focused on two themes that became prominent in his career: the particular skills and competency involved in becoming literate in the digital age, and the impact of this digital literacy on overcoming the marginalization of culturally and linguistically diverse learners.
Warschauer’s book Technology and Social Inclusion: Rethinking the Digital Divide, and his numerous articles on the same topic, including one in Scientific American, critiqued the traditional view of the digital divide as focused narrowly on hardware and software, and instead illustrated how social relations, human capital, culture and language were all critical for shaping people’s access to and use of new information and communication technologies. The book was based on Warschauer’s research on technology, education, and social development projects in Egypt, Brazil, China, India, and the U.S
Warschauer’s most recent area of research focuses on laptops in education. His book, Laptops and Literacy: Learning in the Wireless Classroom analyzes how students learn to read, write, think, conduct research, and produce media in the laptop classroom. Though mostly a positive account, it includes enough negative examples to illustrate a point central to all of Warschauer’s work, that of technology as intellectual and social amplifier. In this case, laptops were demonstrated to help good schools become better, but only exacerbated problems in troubled schools.
[edit] Background
Warschauer served as a faculty researcher and doctoral candidate at the University of Hawaii, where he published several of his early books and also organized two seminal international symposia on technology and language learning. While at the University of Hawaii, Warschauer also founded and edited Language Learning & Technology, one of the first peer-reviewed academic journals published on the World Wide Web.
Following Hawaii, Warschauer took a position as director of educational technology on a large language education US aid project in Egypt. Warschauer’s work in Egypt, which he wrote about extensively, also served as an basis for his publications on the digital divide.
Since 2001, Warschauer has been a professor in the Department of Education and the Department of Informatics at the University of California, Irvine, where he also contributes to the Center for Research on Information Technology and Organizations and the Ada Byron Research Center for Diversity in Computing and Information Technology. Warschauer is the founding director of the PhD in Education program at UC Irvine, one of the few graduate programs in the U.S. that includes a specialization in Language, Literacy, and Technology.
[edit] Recognition
Warschauer was the recipient in 1998 of the Educational Testing Service/TOEFL Policy Council Award for outstanding international contribution in the field of technology and language learning.[1] His books have been translated into Chinese, Japanese, and Portuguese and have been critically acclaimed in fields as diverse as education, media studies, cultural studies, communication, sociology, and information studies. He has been a keynote speaker at conferences in education and applied linguistics throughout the world.
[edit] Loss of his son
On August 8, 2003, the body of Mark Warschauer's first son Michael was discovered in the backseat of Warschauer's car in the UC Irvine parking lot. Only 10 months old, "Mikey" had died of heat stroke. Warschauer told police he had intended to take Mikey to a day care center before going to his office, but had simply forgotten the boy was with him. Two months later prosecutors announced that they would not pursue criminal charges against Mark Warschauer, ruling the boy's death accidental.[2] Following the tragic event, Warschauer became active in groups educating parents about children's safety in and around cars.[3] He and his wife went on to have three subsequent children.
[edit] References
- ^ http://web.archive.org/web/19990221012202/http://www.toefl.org/laicawrd.html
- ^ http://www.irvineworldnews.com/Astories/oct9/death2.htm
- ^ http://www.4rkidssake.org/mikeysstory.htm
[edit] External Links
Professor Page at University of California, Irvine
UC Irvine PhD in Education program
Language Learning & Technology journal
[edit] Sample Publications
Authored and Co-Authored Books
Warschauer, M. (2006). Laptops and literacy. New York: Teachers College Press.
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.
Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Warschauer, M. (1995). E-mail for English teaching: Bringing the Internet and computer learning networks into the language classroom. Alexandria, VA: TESOL Publications.
Warschauer, M, Shetzer, H. & Meloni, C. (2000). Internet for English Teaching. Alexandria, VA: TESOL Publications.
Edited and Co-Edited Books
Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press Applied Linguistics Series.
Warschauer, M. (Ed.) (1996) Telecollaboration in foreign language learning. Honolulu, HI: University of Hawai'i Second Language Teaching and Curriculum Center.
Warschauer, M. (Ed.) (1995).Virtual connections: Online activities and projects for networking language learners. Honolulu, HI: University of Hawai'i Second Language Teaching and Curriculum Center
Articles in Refereed Journals
Ware, P. & Warschauer, M. (2005). Hybrid literacy texts and practices in technology-intensive environments. International Journal of Educational Research, 43, 432-445.
Warschauer, M. (in press). Information literacy in the laptop classroom. Teachers College Record.
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.
Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621.
Warschauer, M. & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157-180.
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.
Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the digital divide. Educational Policy, 18(4), 562-588.
Warschauer, M. (2004). The rhetoric and reality of aid: Promoting educational technology in Egypt. Globalisation, Societies, and Education (2)3, 377-390.
Fang, X, & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly 38(2), 301-323.
Kern, R., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics (24), 243-260.
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. (2003). Allures and illusions of modernity: Technology and educational reform in Egypt. Educational Policy Analysis Archives 11(38).
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 Society19(4), 297-304.
Warschauer, M. (2003). Social capital and access. Universal Access in the Information Society, 2(4), 315-330.
Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly 36(3), 453-475.
Warschauer, M. (2002). Networking into academic discourse. Journal of English for Academic Purposes, 45-58.
Warschauer, M. (2002). Reconceptualizing the digital divide. First Monday 7(7).
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). Singapore’s dilemma: Control vs. autonomy in IT-led development. The Information Society, 17(4), 305-311.
Warschauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21st century. AILA Review 14, 49-59.
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34, 511-535.
Warschauer, M. (2000). Does the Internet bring freedom? Information technology, education and society, 1(2), 93-101.
Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers’ Journal, 53, 61-67.
Warschauer, M. (2000). Technology and school reform: A view from both sides of the track. Educational Policy Analysis Archives, 8(4).
Warschauer, M., & Cook, J. (1999). Service learning and technology in TESOL. Prospect, 14(3), 32-39.
Warschauer, M. (1998). Researching technology in TESOL: Determinist, instrumental, and critical approaches. TESOL Quarterly, 32(4), 757-761.
Warschauer, M. (1998). Technology and indigenous language revitalization: Analyzing the experience of Hawai'i. Canadian Modern Language Review, 55(1), 140-161.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly 29(1), 68-88.
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81, 470-481.
Warschauer, M. & Whittaker, F. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter 31(1), 27-33.
Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7-26.
Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. SYSTEM, 24(1), 1-14.
Warschauer, M. & Donaghy, K. (1997). Leoki: A powerful voice of Hawaiian language revitalization. Computer Assisted Language Learning 10(4), 349-362.
Voskova, M. & Warschauer, M. (1995) CALL in Prague. CAELL Journal 6(1), 16-18.
Chapters in Books
Ware, P., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland and F. Hyland (Eds.) Feedback and second language writing, pp. 105-122. Cambridge: Cambridge University Press.
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.
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. (2005). Sociocultural perspectives on CALL. In J. Egbert and G. M. Petrie (Eds.) CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Erlbaum.
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.
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.
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. Warschauer, M. (2002). Languages.com: The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon literacies (pp. 62-74). London: Routledge.
Warschauer, M. (2001). Online learning in sociocultural context. In C. Paechter, R. Edwards, R. Edwards, P. Twining (Eds.), Learning, space and identity (pp. 121-141). London: Sage Publications.
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. (2001). On-line communication. In D. Nunan & R. Carter (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages(pp. 207-212) . Cambridge: Cambridge University Press.
Warschauer, M. (2000). Language, identity, and the Internet. In B. Kolko, L. Nakamura, & G. Rodman (Eds.), Race in cyberspace (pp. 151-170). New York: Routledge.
Warschauer, M. (2000). Online 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.
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). Cambridge: 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., & Meskill, C. (2000). Technology and second language teaching and learning. In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education: English as a second language, bilingual, and foreign language instruction for a multilingual world (pp. 303-318). Mahwah, NJ: Erlbaum.
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 (pp. 125-136). Lyon, France: National Institute of Applied Sciences.
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. & 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). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo, Japan: Logos International.
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.
