Mark Warschauer is a Professor of Education and Informatics at the University of California, Irvine. A first generation college student and former community organizer for the United Farm Workers union, Dr. Warschauer began his educational career as a Spanish bilingual math and ESL teacher in San Francisco public schools. He has previously taught and conducted research at the University of Hawaii, Moscow Linguistics University, Charles University in Prague, and Waseda University in Japan, and served as educational technology director of a large educational reform project in Egypt.
Dr. Warschauer is director of the Digital Learning Lab at UC Irvine, where, together with colleagues and students, he works on a range of research projects related to digital media in education. In K-12 education, his team is developing and studying cloud-based writing, examining new forms of automated writing assessment, exploring digital scaffolding for reading, investigating one-to-one programs with Chromebooks, and analyzing use of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in STEM lecture courses, the impact of virtual learning on student achievement, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the impact on students of multi-tasking with digital media. The DLL team is also exploring new approaches to data mining, machine learning, and learning analytics to analyze the learning and educational data that result from use of new digital tools.
Dr. Warschauer is author and editor of a wide range of books, including, most recently, Learning in the Cloud: How (and Why) to Transform Schools with Digital Media and Japan: The Paradox of Harmony. He is founding editor of Language Learning & Technology journal and has been appointed inaugural editor of AERA Open. He is active on Twitter @markwarschauer, where he posts on a wide range of professional and personal issues, and occasionally blogs at Papyrus News. He is a Fellow of the American Educational Research Association.
Areas of Expertise (5)
Fellow, American Educational Research Association (professional)
University of Hawai'i at Manoa: PhD, Second Language Acquisition 1997
San Francisco State University: MA, English (Teaching English as a Second Language) 1991
Univ. of Calif. at Santa Cruz: BA, Psychology 1975
- Palgrave Macmillan, Digital Education and Learning book series : Editor
- Bloomsbury Academic, Advances in Digital Language Learning and Teaching book series : Editor
- AERA Open : Editor
- L2 Journal : Editorial Board
- Language Learning Journal : Editorial Board
- Language@Internet : Editorial Board
- Writing and Pedagogy : Editorial Board
Media Appearances (9)
How AI can teach kids to write – not just cheat
The Hechinger Report online
Mark Warschauer, a professor of education [and director of the university’s Digital Learning Lab] at the University of California, Irvine, has spent years studying how technology can change writing instruction and the nature of writing itself. When ChatGPT was released, he decided to tailor some of his research to study ways generative AI could help students and teachers, particularly English language learners and bilingual learners. … Warschauer’s team has also partnered with UC Irvine’s school of engineering to create an intelligent writing coach, to be called PapyrusAI.
Mark Warschauer, University of California, Irvine – Improving Children’s Learning Through Interactive TV Shows
The Academic Minute online
Kids loving talking to the TV, but what if it talked back to them? Mark Warschauer, professor of education and informatics at the University of California, Irvine, explores how to make characters interact with the kids watching them.
AI and the Future of Writing Instruction
Campus Technology radio
Mark Warschauer is a professor of education and informatics at the University of California, Irvine, and founder of UCI's Digital Learning Lab. We talked about the potential of AI for teaching and learning, overcoming faculty skepticism about AI tools, research questions that should be asked about AI in education, and more.
What That Ad for the Unpaid Job at UCLA May Have Been About
The Chronicle of Higher Education online
On Twitter, Mark Warschauer, a professor of training and informatics on the College of California at Irvine, steered one other risk — that the individual within the position could be paid by way of exterior grant funding the scholar introduced in. Regardless of the rationale, Warschauer wrote, “it’s nearly definitely extra reflective of paperwork than of attempting to get any person to show with out getting paid.”
More people are getting Covid-19 vaccine boosters than getting their first shots, CDC data shows
Mark Warschauer, a professor of education at the University of California, Irvine, was "tremendously excited" about the authorization of Covid-19 vaccines, and happy when he became eligible to get his first doses.
UC Irvine researchers hope that teaching computing language to kids will help level the playing field
The Orange County Register online
Professor Mark Warschauer and his team at the university are hoping to level the playing field to ensure that all students – rich or poor, native English speakers or not – have the same access to learning to communicate with computers.
When the Animated Bunny in the TV Show Listens for Kids’ Answers — and Answers Back
“Elinor can understand the child’s response and then make a contingent response to that,” says Mark Warschauer, professor of education at the University of California at Irvine and director of its Digital Learning Lab.
UC Irvine Opens Online Learning Research Center as Coronavirus Forces Faculty Online
Diverse: Issues In Higher Education online
The center was supposed to open this summer. Its directors – Dr. Di Xu and Dr. Mark Warschauer, professors in the school of education – applied for a $10 million grant to establish it, funds they’re still waiting on. But when education professionals clamored for online learning advice — as dozens of colleges scrapped in-person instruction and decided to move to teaching online due to the pandemic — what was supposed to happen over several months unfolded in a matter of days.
Belk Center for Community College Leadership and Research at NC State Names 2020 ECMC Foundation Postsecondary CTE Research Fellows
NC State College of Education online
Eighteen Fellows from institutions across the nation have been selected to participate in the Postsecondary Career and Technical Education Research Fellows Program at NC State University, sponsored by the ECMC Foundation. The program is part of the ECMC Foundation CTE Leadership Collaborative.
Research Grants (5)
Investigating Virtual Learning Environments
National Science Foundation $2,500,000
CONECTAR: Collaborative Network of Educators for Computational Thinking for Al
National Science Foundation $300,000
CS10K: CS1C@OC—Building a Local Area Network of Computer Science Teachers
National Science Foundation $997,651
Digital Scaffolding for English Language Arts
Institute for Education Sciences $3,500,000
Digital Storytelling in the Classroom
DIGICOM and Palm Springs Unified School District $105,000
The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: opening the black box of learning processesInternational Journal of Educational Technology in Higher Education
Rachel Baker, Di Xu, Jihyun Park, Renzhe Yu, Qiujie Li, Bianca Cung, Christian Fischer, Fernando Rodriguez, Mark Warschauer, Padhraic Smyth
2020 Student clickstream data—time-stamped records of click events in online courses—can provide fine-grained information about student learning. Such data enable researchers and instructors to collect information at scale about how each student navigates through and interacts with online education resources, potentially enabling objective and rich insight into the learning experience beyond self-reports and intermittent assessments.
Increasing success in college: Examining the impact of a project‐based introductory engineering courseJournal of Engineering Education
Ha Nguyen, Lily Wu, Christian Fischer, Gregory Washington, Mark Warschauer
2020 Project‐based learning has shown promise in improving learning outcomes for diverse students. However, studies on its impacts have largely focused on the perceptions of students and instructors or students' immediate performance. This study reports the impact of taking a project‐based introductory engineering course on students' subsequent academic success.
Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary LearningThe Modern Language Journal
Hansol Lee, Mark Warschauer, Jang Ho Lee
2020 We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus‐based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data‐driven learning [DDL]).
"Elinor Is Talking to Me on the Screen!" Integrating Conversational Agents into Children's Television ProgrammingExtended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems
Ying Xu, Mark Warschauer
2020 Science-oriented television and video programming can be an important source of science learning for young children. However, the educational benefits of television have long been limited by children not being able to interact with the content in a contingent way. This project leverages an intelligent conversational agent -an on-screen character capable of verbal interaction-to add social contingency into children's experience watching science videos. This conversational agent has been developed in an iterative process and embedded in a new PBS KIDS science show "Elinor Wonders Why." This Late Breaking Work presents the design of the conversational agent and reports findings from a field study that has proven feasibility of this approach. We also discuss our planned future work to examine the agent's effectiveness in enhancing children's engagement and learning.
What Are You Talking To?: Understanding Children's Perceptions of Conversational AgentsProceedings of the 2020 CHI Conference on Human Factors in Computing Systems
Ying Xu, Mark Warschauer
2020 Conversational agents (CAs) available in smart phones or smart speakers play an increasingly important role in young children's technological landscapes and life worlds. While a handful of studies have documented children's natural interactions with CAs, little is known about children's perceptions of CAs. To fill this gap, we examined three- to six-year-olds' perceptions of CAs' animate/artifact domain membership and properties, as well as their justifications for these perceptions. We found that children sometimes take a more nuanced position and spontaneously attribute both artifact and animate properties to CAs or view them as neither artifacts nor animate objects.