Publications

Publications

Refereed Journal Articles

Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894. link.

Baek, C., Aguilar, S. J., & Warschauer, M. (2024). Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 140, 104488. link.

Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: Global reactions to AI innovations. Scientific Reports, 13, 15310. https://doi.org/10.1038/s41598-023-42227-6. paper.

Warschauer, M., Tseng, W., Yin, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62, 101071. https://doi.org/10.1016/j.jslw.2023.101071. link.

Jacob, S. R., & Warschauer, M. (2023). Asset-based approaches to multilingual students’ computer science identity development. Journal of Computer Science Integration, 6(1): 4, 1–15. https://doi.org/10.26716/jcsi.2023.9.21.41. paper.

Garcia, L., Parker, M., & Warschauer, M. (2023). Coding attitudes of fourth-grade Latinx students during distance learning. Computer Science Education. https://doi.org/10.1080/08993408.2023.2237366. link.

Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2023-0008. link.

Xiao, F., Zhao, P., Sha, H., Yang, D., & Warschauer, M. (2023). Conversational agents in language learning. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2022-0032. link.

Scott, D., Zou, A., Jacob, S. R., Richardson, D., & Warschauer, M. (2023). Comparing boys’ and girls’ attitudes toward computer science. Journal of Computer Science Integration, 6(1), 1-17. https://doi.org/10.26716/jcsi.2023.2.22.37. paper.

Yang, D., Xia, C., Collins, P., & Warschauer, M. (2022). The role of bilingual discussion prompts in shared E-book reading. Computers & Education, 190, 104622. link.

Fischer, C., Baker, R., Li, Q., Orona, G. A., & Warschauer, M. (2022). Increasing success in higher education: The relationships of online course taking with college completion and time-to-degree. Educational Evaluation and Policy Analysis, 44(3), 355–379. link. 

Fischer, C., McPartlan, P., Orona, G., Yu, R., Xu, D., & Warschauer, M. (2022). Salient syllabi: Examining design characteristics of science online courses in higher education. PLOS ONE, 17(11). link.

Tate, T., & Warschauer, M. (2022). Access, digital writing, and achievement: The data in two diverse school districts. Journal of Writing Assessment, 15(1). link.

Jacob, S. R., Montoya, J., Nguyen, H., Richardson, D., & Warschauer, M. (2022). Examining the what, why, and how of multilingual student identity development in computer science. ACM Transactions on Computing Education (TOCE). https://doi.org/10.1145/3500918. link.

Jacob, S. R., Montoya, J., & Warschauer, M. (2022). Exploring the intersectional development of computer science identities in young Latinas. Teachers College Record, 124(5), 166-185. link.

Li, Q., Xu, D., Baker, R., Holton, A., & Warschauer, M. (2022). Can student-facing analytics improve online students’ effort and success by affecting how they explain the cause of past performance? Computers & Education, 185, 104517. link.

Tate, T., McPartlan, P., Baker, R., Aubele, J., & Warschauer, M. (2022). “I just didn’t feel like a student anymore:” Student responses to emergency distance learning. Peabody Journal of Education. Advance online publication. https://doi.org/10.1080/0161956X.2022.2088176. link.

Tate, T., & Warschauer, M. (2022). Equity in online learning. Educational Psychologist, 57(3), 192-206. https://doi.org/10.1080/00461520.2022.2062597. link.

Xu, Y., Aubele, J., Vigil, V., Bustamante, A. S., Kim, Y. S., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement. Child Development, 93(2), e149-e167. link.

Xu, Y., Vigil, V., Bustamante, A., & Warschauer, M. (2022). Contingent interaction with a television character promotes children’s science learning and engagement. Journal of Applied Developmental Psychology, 81. link.

Nguyen, H., Lim, K. Y., Wu, L. L., Fischer, C., & Warschauer, M. (2021). “We’re looking good”: Social exchange and regulation temporality in collaborative design. Learning and Instruction, 74, 101443. https://doi.org/10.1016/j.learninstruc.2021.101443. link.

Prado, Y., Jacob, S., & Warschauer, M. (2021). Teaching computational thinking to exceptional children: Lessons from two inclusive classrooms. Computer Science Education, 1-25. https://doi.org/10.1080/08993408.2021.1914459. link.

Rodriguez, F., Fischer, C., Zhou, N., Warschauer, M., & Sewall, J. (2021). Student spacing and self-testing strategies and their associations with learning in an upper division microbiology course. SN Social Sciences, 38. https://doi.org/10.1007/s43545-020-00013-5. link.

Rutherford, T., Karamarkovich, S., Xu, D., Tate, T., Sato, B., Baker, R., & Warschauer, M. (2021). Profiles of instructor responses to emergency distance learning. Online Learning, 25(1). https://doi.org/10.24059/olj.v25i1.2472. link.

Wu, L. L., Fischer, C., Rodriguez, F., Washington, G. N., & Warschauer, M. (2021). Project-based engineering learning in college: Associations with self-efficacy, effort regulation, interest, skills, and performance. SN Social Sciences, 1(12), 1-20. link.

Baker, R., Xu, D., Park, J., Yu, R., Li, Q., Cung, B., Fischer, C., Rodriguez, M., Warschauer, M., & Smyth, P. (2020). The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: Opening the black box of learning processes. International Journal of Educational Technology in Higher Education, 17, 1-24. link.

Fischer, C., Pardos, Z. A., Baker, R. S., Williams, J. J., Smyth, P., Yu, R., Slater, S., Baker, R., & Warschauer, M. (2020). Mining big data in education: Affordances and challenges. Review of Research in Education, 44(1), 130-160. link. paper.

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. link.

Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education, 33(2), 124-140. link.

Lee, H., Warschauer, W., & Lee, J. H. (2020). Toward the establishment of a data‐driven learning model: Role of learner factors in corpus‐based second language vocabulary learning. The Modern Language Journal. https://doi.org/10.1111/modl.12634. link.

Li, Q., Baker, R., & Warschauer, M. (2020). Using clickstream data to measure, understand, and support self-regulated learning in online courses. The Internet and Higher Education, 100727. link.

Nguyen, H., Wu, L., Fischer, C., Washington, G., & Warschauer, M. (2020). Increasing success in college: Examining the impact of a project‐based introductory engineering course. Journal of Engineering Education. link.

Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2020). Same benefits, different communication patterns: Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education. https://doi.org/10.1016/j.compedu.2020.104059. link. paper.

Xu, Y., & Warschauer, M. (2020). A content analysis of voice-based apps on the market for early literacy development. In Proceedings of the 19th ACM International Conference on Interaction Design and Children (IDC ’20). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/3392063.3394418. Best Paper Award Honorable Mention. link. paper.

Xu, Y., & Warschauer, M. (2020). Exploring young children’s engagement in joint reading with a conversational agent. In Proceedings of the 19th ACM International Conference on Interaction Design and Children (IDC ’20). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/3392063.3394417. link. paper.

Zhou, N., Nguyen, H., Fischer, C., Richardson, D., & Warschauer, M. (2020). High school teachers’ self-efficacy in teaching computer science. ACM Transactions on Computing Education. https://doi.org/10.1145/3410631. link.

Vu, V., Warschauer, M., & Yim, S. (2019). Digital storytelling: A district initiative for academic literacy improvement. Journal of Adolescent & Adult Literacy, 63(3), 257–267. https://doi.org/10.1002/jaal.962. link.

Collins, P., Tate, T., & Warschauer, M. (2019). Technology as a lever for adolescent writing. Policy Insights from the Behavioral and Brain Sciences, 6(2).  https://doi.org/10.1177/2372732219836440. link.

Cung, B., Xu, D., Eichhorn, S., & Warschauer, M. (2019). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education. https://doi.org/10.1080/08923647.2019.1582404. link.

Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., & King, S. (2019). Improving college student success in organic chemistry: Impact of an online preparatory course. Journal of Chemical Education, 96(5), 857-864. link.

Lee, H., Warschauer, M., & Lee, J. H. (2019). Advancing CALL research via data mining techniques: Unearthing hidden groups of learners in a corpus-based L2 vocabulary learning experiment. ReCALL, 31(2), 135-149. https://doi.org/10.1017/S0958344018000162. link.

Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721-753. link. paper.

Tate, T. P., Collins, P., Xu, Y., Yau, J. C., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (2019). Visual-syntactic text format: Improving adolescent literacy. Scientific Studies of Reading, 23(4), 287–304. https://doi.org/10.1080/10888438.2018.1561700. link.

Tate, T., & Warschauer, M. (2019). Keypresses and mouse clicks: Analysis of the first national computer-based writing assessment. Technology, Knowledge, and Learning, 24(4), 523-543. https://doi.org/10.1007/s10758-019-09412-x. link. 

Tate, T., Warschauer, M., & Kim, Y.-S. G. (2019). Learning to compose digitally: The effect of prior computer use and keyboard activity on NAEP writing. Reading & Writing, 32, 2059-2082. link.

Warschauer, M., Yim, S., Lee, H., & Zheng, B. (2019). Recent contributions of data mining to language learning research. Annual Review of Applied Linguistics. https://doi.org/10.1080/08923647.2019.1582404. link.

Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2019). Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. British Journal of Educational Technology. link.

Xu, Y., Xu, D., Simpkins, S., & Warschauer, M. (2019). Does it matter which parent is absent? Labor migration, parenting, and adolescent development in China. Journal of Child and Family Studies, 28(6), 1635-1649. https://doi.org/10.1007/s10826-019-01382-z. link.

Zhou, N., Fischer, C., Rodriguez, F., Warschauer, M., & King, S. (2019). Exploring how enrolling in an online organic chemistry preparation course relates to students’ self-efficacy. Journal of Computing in Higher Education, 1-24. link.

Jacob, S., Nguyen, H., Tofel-Grehl, C., Richardson, D., & Warschauer, M. (2018). Teaching computational thinking to English learners. NYS Tesol Journal, 5(2), 12-24. link.

Jacob, S. R., & Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1(1), 1-19. link. paper.

Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PLOS ONE, 13(9). link.

Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2018). Scaffolding learning of language structures with visual‐syntactic text formatting. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12689. link.

Rodriguez, F., Kataoka, S., Rivas, J., Kadandale, P., Nili, A., & Warschauer, M. (2018). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education. https://doi.org/10.1177/1469787418774185. link.

Rodriguez, F., Rivas, M. J., Matsumura, L. H., Warschauer, M., & Sato, B. K. (2018). How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students. PLoS ONE, 13(7), e0200767. https://doi.org/10.1371/journal.pone.0200767. link.

Tate, T., & Warschauer, M. (2018). Going beyond “that was fun”: Measuring writing motivation. Journal of Writing Analytics, 2, 257-279. link. paper.

Yim, S., Zheng, B., & Warschauer, M. (2018). Feedback and revision patterns in cloud-based writing environment: Variation across feedback source and task type. Writing and Pedagogy, 9(3), 487-524. link.

Zheng, B., & Warschauer, M. (2018). Language development and epistemic engagement among upper elementary students in synchronous computer-mediated communication. Journal of Educational Computing Research. https://doi.org/10.1177/0735633118794059. link.

Casasola, T. S., Schenke, K., Nguyen, T., & Warschauer, M. (2017). Can flipping the classroom work? Evidence from undergraduate chemistry. The International Journal of Teaching and Learning in Undergraduate Education, 29(3), 421-435. link. paper.

Lee, H., Warschauer, M., & Lee, J. H. (2017). The effects of concordance-based electronic glosses on L2 vocabulary learning. Language Learning & Technology, 21(2), 32-51. link.

Warschauer, M. (2017). The pitfalls and potential of multimodal composing. Language Writing, 38, 86-87. link.

Yim, S., & Warschauer, M. (2017). Web-based collaborative writing in second language (L2) contexts: Methodological insights from text mining. Language, Learning, and Technology, 21(1), 146-165. link. paper.

Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61-67. link.

Zinger, D., Naranjo, A., Amador, I., Gilbertson, N., & Warschauer, M. (2017). A design-based research approach to improving professional development and teacher knowledge: The case of the Smithsonian Learning Lab. Contemporary Issues in Technology and Teacher Education, 17(3), 388-410. link.

He, W., Holton, A., Farkas, G. A., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. link.

Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20(1), 124-147. link.

Newhart, V., Warschauer, M., & Sender, L. (2016). Virtual inclusion via telepresence robots in the classroom: An exploratory case study. The International Journal of Technologies in Learning, 23(4), 8-25. link.

Park, Y.,& Warschauer, M. (2016). Syntactic enhancement and second language literacy: An experimental study. Language Learning & Technology, 20(3), 180-199. link. paper.

Reich, S. M., Yau, J. C., & Warschauer, M. (2016). Tablet-based eBooks for young children: What does the research say? Journal of Developmental & Behavioral Pediatrics, 37(7), 585-591. link.

Reimer, L., Schenke, K., Nguyen, T., O’Dowd, D. K., Domina, T., & Warschauer, M. (2016). Evaluating promising practices in STEM lecture courses. The Russell Sage Foundation Journal of the Social Sciences, Special Issue on Higher Education Effectiveness, 2, 212-213. link.

Schuck, S., Emmerson, N., Ziv, H., Collins, P., Arasto, S., Warschauer, M., Crinella, F., & Lakes, K. D. (2016). Designing an iPad app to monitor and improve classroom behavior for children with ADHD: iSelfControl feasibility and pilot studies. PLOS ONE. link.

Tate, T., Warschauer, M., & Abedi, J. (2016).  Data on NAEP 2011 Writing Assessment Prior Computer Use, Data in Brief. link.

Tate, T., Warschauer, M., & Abedi, J. (2016). The effects of prior computer use on computer-based writing: The 2011 NAEP Writing Assessment. Computers & Education, 101, 115-131. https://doi.org/10.1016/j.compedu.2016.06.001. link.

Yim, S., Warschauer, M., & Zheng, B. (2016). Google Docs in the classroom: A district-wide case study. Teachers College Record, 118(9). link.

Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research. https://doi.org/10.3102/0034654316628645. link.

He, W., Gajski, D., Farkas, G., & Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of both worlds? Computers & Education, 81, 59-68. https://doi.org/10.1016/j.compedu.2014.09.005. link.

Lawrence, J. F., Niiya, M., & Warschauer, M. (2015). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 19(3), 201-221. paper.

Lin, C.-H., & Warschauer, M. (2015). Online foreign-language education: What are the proficiency outcomes? Modern Language Journal, 99(2), 394–397. link.

Sato, B., He, W., Warschauer, M., & Kandale, P. (2015). The grass isn’t always greener: Perceptions of and performance on open-note exams. CBE—Life Sciences Education, 14(2). https://doi.org/10.1187/cbe.14-08-0121. link.

Warschauer, M., & Newhart, V. (2015). Broadening our concepts of universal access. Universal Access in the Information Society, 15, 183–188. https://doi.org/10.1007/s10209-015-0417-0. link.

Warschauer, M., & Tate, T. (2015). Going one-to-one, 2.0. Educational Leadership, 72(8),60-65. link.

Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3). https://doi.org/10.1080/1475939X.2014.948041. link.

Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, 78-89. https://doi.org/10.1016/j.compedu.2015.01.008. link.

Jiang, S., Williams, A. E., Warschauer, M., He, W., & O’Dowd, D. (2014). Influence of incentives on performance in a pre-college biology MOOC. The International Review of Research in Open and Distance Learning, 15(5). https://doi.org/10.19173/irrodl.v15i5.1858. paper.

Sato, B. K., Kadandale, P., He, W., & Warschauer, M. (2014). Practice makes pretty good: Assessment of primary literature reading abilities across multiple large enrollment biology laboratory courses. CBE-Life Sciences Education, 13(4), 677-686. paper. link.

Warschauer, M., & Miller, E. B. (2014). Young children and e-reading: Research to date and questions for the future. Learning, Media and Technology, 39(3), 283-205. link.

Warschauer, M., & Niiya, M. (2014). Medios digitales e inclusión social [Digital media and social inclusion]. Revista Peruana de Investigación Educativa, 6, 9-32 [Peruvian Journal of Educational Research]. paper. link.

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. link. paper.

Yim, S., Zheng, B., Warschauer, M., & Lawrence, J. F. (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent and Adult Literacy, 58(3),243-254. https://doi.org/10.1002/jaal.345. paper. 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. paper. link.

Zheng, B., Lawrence, J., Warschauer, M., & Lin, C.-H. (2014). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-014-9239-z. link.

Zheng, B., Warschauer, M., Hwang, J. K., & Collins, P. (2014). Laptop use, interactive science software, and science learning among at-risk students. Journal of Science Education and Technology, 23(4), 591-603. https://doi.org/10.1007/s10956-014-9489-5. link.

Collins, P., Hwang, J. K., Zheng, B., & Warschauer, M. (2013). Writing with laptops: A quasi-experimental study. Writing & Pedagogy, 5(2), 203-230. paper.

Warschauer, M., Zheng, B., & Park, Y. (2013). New ways of connecting reading and writing. TESOL Quarterly, 47(4), 825-830. link.

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. link.

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. paper.

Rama, P., Black, R., van Es, E., & Warschauer, M. (2012). Affordances for second language learning in World of Warcraft. ReCALL, 24(3), 322-338. link.

Warschauer, M. (2012). The digital divide and social inclusion. America’s Quarterly, 6(2), 130-135. paper.

Warschauer, M., & Park, Y. (2012). Re-envisioning reading in English as a foreign language. JACET Kanto Journal, 8, 5-13. paper.

Lin, C.-H., & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos, 2(1), 58-86. paper.

Warschauer, M. (2011). A literacy approach to the digital divide. Cadernos de Letras, 28, 5-18. paper.

Warschauer, M., Cotten, S. R., & Ames, M. G. (2011). One Laptop per Child Birmingham: Case study of a radical reform. International Journal of Learning and Media, 3(2), 61-76. paper.

Warschauer, M., & Liaw, M.-L. (2011). Emerging technologies for autonomous language learning. Studies in Self-Access Learning, 2(3), 107-118. paper.

Warschauer, M., Park, Y., & Walker, R. (2011). Transforming digital reading with visual-syntactic text formatting. JALT CALL Journal, 7(3), 255-270. paper.

Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. Journal of Technology, Language, and Assessment, 8(6), 1-43. link. paper.

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. link. paper.

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. link. paper.

Warschauer, M. (2010). Learning to write in the laptop classroom. Writing & Pedagogy, 1(1), 101-112. link. paper.

Warschauer, M. (2010). New tools for teaching writing. Language Learning & Technology, 14(1), 3-8. paper.

Warschauer, M., & Ames, M. (2010). Can One Laptop per Child save the world’s poor? Journal of International Affairs, 64(1), 33-51. link.

Warschauer, M., Arada, K., & Zheng, B. (2010). Laptops and inspired writing. Journal of Adolescent and Adult Literacy, 54(3), 221-223. paper.

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. link.

Hansen, L., Collins, P., & Warschauer, M. (2009). Reading management programs: A review of the research. Journal of Literacy and Technology, 10(3), 55-80. paper.

Ren, Y., Warschauer, M., Lind, S., & Jennewine, L. (2009). Technology and English language teaching in Brazil. Letras e Letras, 25(2), 235-254. paper.

Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3),305-332. paper.

Warschauer, M. (2008). Comment 4 (Language, power, and the Internet. A response to Martin Schell). World Englishes, 27(1), 137-138. link.

Warschauer, M. (2008). Laptops and literacy: A multi-site case study. Pedagogies: An International Journal, 3(1), 52-67. paper.

Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. paper.

Warschauer, M. (2007). A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education, 106(2), 147-166. link.

Warschauer, M. (2007). Information literacy in the laptop classroom. Teachers College Record, 109(11), 2511-2540. link. paper.

Warschauer, M. (2007). The paradoxical future of digital learning. Learning Inquiry, 1(1), 41-49. paper.

Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics, 27, 1-23. link.

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. paper.

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. paper.

Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157-180. link.

Warschauer, M. (2005/2006). Going one-to-one. Educational Leadership, 63(4), 34-38. link.

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. link.

Ware, P., & Warschauer, M. (2005). Hybrid literacy texts and practices in technology-intensive environments. International Journal of Educational Research, 43, 432-445. paper.

Fang, X., & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly, 38(2), 301-323. link.

Kern, R., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24(1), 243-260. link.

Warschauer, M. (2004). The rhetoric and reality of aid: Promoting educational technology in Egypt. Globalisation, Societies and Education, 2(3), 377-390. paper.

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. link.

Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the digital divide. Educational Policy, 18(4), 562-588. link.

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. link.

Warschauer, M. (2003). Allures and illusions of modernity: Technology and educational reform in Egypt. Educational Policy Analysis Archives, 11(38). link.

Warschauer, M. (2003, August). Demystifying the digital divide. Scientific American, 289(2), 42-47. link.

Warschauer, M. (2003). Dissecting the “digital divide”: A case study in Egypt. The Information Society, 19(4), 297-304. link. paper.

Warschauer, M. (2003). Social capital and access. Universal Access in the Information Society, 2(4), 315-330. link.

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3), 453-475. paper.

Warschauer, M. (2002). Networking into academic discourse. Journal of English for Academic Purposes, 45-58. paper.

Warschauer, M. (2002). Reconceptualizing the digital divide. First Monday, 7(7). link. paper.

Warschauer, M., El Said, G. R., & Zohry, A. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer-Mediated Communication, 7(4). paper.

Warschauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21^st century. AILA Review, 14, 49-59. link.

Warschauer, M. (2001). Singapore’s dilemma: Control vs. autonomy in IT-led development. The Information Society, 17(4), 305-311. link.

Warschauer, M. (2000). Does the Internet bring freedom? Information Technology, Education and Society, 1(2), 93-101. paper.

Warschauer, M. (2000). Technology and school reform: A view from both sides of the track. Educational Policy Analysis Archives, 8(4). paper.

Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34, 511-535. link.

Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers’ Journal, 53, 61-67. [later published as a book chapter, see below]. link.

Warschauer, M., & Cook, J. (1999). Service learning and technology in TESOL. Prospect, 14(3), 32-39. paper.

Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly, 29(1), 68-88. [later published as a book chapter, see below]. paper.

Warschauer, M. (1998). Researching technology in TESOL: Determinist, instrumental, and critical approaches. TESOL Quarterly, 32(4), 757-761. paper.

Warschauer, M. (1998). Technology and indigenous language revitalization: Analyzing the experience of Hawai’i. Canadian Modern Language Review, 55(1), 140-161. link.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71. link.

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice.  Modern Language Journal, 81, 470-481. [An earlier version appeared as Research Note #17, University of Hawai’i, Second Language Teaching and Curriculum Center.] paper.

Warschauer, M., & Donaghy, K. (1997). Leoki: A powerful voice of Hawaiian language revitalization. Computer Assisted Language Learning, 10(4), 349-362. paper.

Warschauer, M., & Whittaker, F. (1997).  The Internet for English teaching: Guidelines for teachers. TESL Reporter, 31(1), 27-33. [Also appeared as a chapter in Methodology in TESOL: An anthology of current issues and practice, Cambridge University Press, 2002.] link. paper.

Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7-26. paper.

Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. SYSTEM, 24(1), 1-14. [An earlier version appeared as Research Note #10, University of Hawai’i, Second Language Teaching and Curriculum Center.] link.

Voskova, M., & Warschauer, M. (1995). CALL in Prague. CAELL Journal, 6(1), 16-18. link.

Refereed Conference Proceedings

Jacob, S. R., Baek, C., & Warschauer, M. (in press). Computational literacy, language, and culture. Proceedings of the IEEE Annual International Conference on Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE.

Bers, M., Parastu, D., Rosenberg-Kima, R., D., Jacob, S. R., Warschauer, M., & Gimenez, C. (in press). Coding as another language: A comparative study of learning computer science and computational thinking. Proceedings of the 2023 International Conference on the Learning Sciences (ICLS).

Saito-Stehberger, D., Houchins, J. K., & Warschauer, M. (2024, March). Elementary Latinx students apply growth mindset while creating in Scratch. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2 (pp. 1806-1807).

Garcia, L. Y., Parker, M. C., Ojeda-Ramirez, S., & Warschauer, M. (2023). Confidence is the key: Unlocking predictive factors of Latinx elementary students on a computational thinking measure. Proceedings of the 54th ACM Technical Symposium on Computer Science Education. paper.

Ojeda Ramirez, S., Tsan, J., Eatinger, D., Jacob, S., Saito-Stehberger, D., Franklin, D., & Warschauer, M. (2023). Describing elementary students’ spheres of influence in Scratch ‘About me’ projects. 2023 Proceedings of the ACM SIGCSE Technical Symposium on Computer Science Education. paper.

Parker, M. C., Garcia, L., Kao, Y. S., Franklin, D., Krause, S., & Warschauer, M. (2022). A pair of ACES: An analysis of isomorphic questions on an elementary computing assessment. Proceedings of the 18th ACM Conference on International Computing Education Research 2022. link. paper.

Xu, Y., Vigil, V., Bustamante, A., & Warschauer, M. (2022). “Elinor’s talking to me!”: Integrating conversational AI into children’s science narrative programming. Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. link.

Xu, Y., Wang, D., Yu, M., Ritchie, D., Yao, B., Wu, T., Zhang, Z., Li, T., Bradford, N., Sun, B., Hoang, T., Sang, Y., Hou, Y., Ma, X., Yang, D., Peng, N., Yu, Z., & Warschauer, M. (2022). Fantastic questions and where to find them: FairytaleQA—An authentic dataset for narrative comprehension. Proceedings of the Association for Computational Linguistics. link.

Saito-Stehberger, D., Garcia, L., & Warschauer, M. (2021, June). Modifying curriculum for novice computational thinking elementary teachers and English language learners. Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education, 1, 136-142. link.

Parker, M. C., Kao, Y. S., Saito-Stehberger, D., Franklin, D., Krause, S., Richardson, D., & Warschauer, M. (2021). Development and preliminary validation of the Assessment of Computing for Elementary Students (ACES).SIGCSE ’21: The 52nd ACM Technical Symposium on Computer Science Education, March 17–21, 2021, Toronto, Canada. ACM, New York, NY, USA. link.

Rodriguez, F., Lee, H. R., Rutherford, T., Fischer, C., Potma, E., & Warschauer, M. (2021). Using clickstream data mining techniques to understand and support first-generation college students in an online chemistry course. LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21). Association for Computing Machinery, New York, NY, USA, 313–322. https://doi.org/10.1145/3448139.3448169. link.

Xu, Y., & Warschauer, M. (2021). Are current voice interfaces designed to support children’s language development? Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. link.

Jacob, S., Nguyen, H., Garcia, L., Richardson, D., & Warschauer, M. (2020). Teaching computational thinking to multilingual students through inquiry-based learning: A cross-case analysis. Proceedings of the 5th International Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2020). http://dx.doi.org/10.13140/RG.2.2.12680.85763. link.

Nguyen, H., Garcia, L., Jacob, S., Richardson, D., & Warschauer, M. (2020). Teachers’ use of video reflections to reinforce computer science language and concepts. Proceedings of the 5th International Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2020). paper.

Nguyen, H., Garcia, L., Jacob, S., & Warschauer, M. (2020). Reflection as formative assessment of computational thinking in elementary grades. Proceedings of the International Conference on the Learning Sciences (ICLS ’20). paper.

Nguyen, H., Lim, K. Y., Wu, L., Fischer, C., & Warschauer, M. (2020). “I thought we said”: Perceived peer support, discourse cohesion, and regulation in engineering design. 14th International Conference of the Learning Sciences: Interdisciplinarity of the Learning Sciences, ICLS 2020. International Society of the Learning Sciences (ISLS). paper.

Xu, Y., & Warschauer, M. (2020). “Elinor is talking to me on the screen!” Integrating conversational agents into children’s television programming. CHI Conference on Human Factors in Computing Systems Extended Abstracts. April 25-30, 2020, Honolulu, HI. ACM. link.

Xu, Y., & Warschauer, M. (2020). What are you talking to?: Understanding children’s perceptions of conversational agents. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. April 25-30, 2020, Honolulu, HI. ACM. link.

Xu, Y., & Warschauer, M. (2020). Wonder with Elinor: Designing a socially contingent video viewing experience. Proceedings of the 19th ACM International Conference on Interaction Design and Children (IDC ’20). Association for Computing Machinery, New York, NY, USA. (Research and Design Competition Honorable Mention) https://doi.org/10.1145/3397617.3398024. link.

Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2019, April). Does course-taking increase distal student success? Examining impacts on college graduation rates and time-to-degree. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada. paper.

Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K. (2019, March). Utilizing learning analytics to map students’ self-reported study strategies to click behaviors in STEM courses. Proceedings of the 9th international conference on learning analytics & knowledge (pp. 456-460). link.

Jacob, S., Nguyen, H., Richardson, D., & Warschauer, M. (2019, February). Developing a computational thinking curriculum for multilingual students: An experience report. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 1-2). IEEE. link.

Xu, Y., & Warschauer, M. (2019). Young children’s reading and learning with conversational agents. Proceedings of CHI Conference on Human Factors in Computing Systems Extended Abstracts (CHI’19 Extended Abstracts), Glasgow, Scotland, UK. ACM. https://doi.org/10.1145/3290607.3299035. link.

Park, J., Yu, R., Rodriguez, F., Baker, R., Smyth, P., & Warschauer, M. (2018). Understanding student procrastination via mixture models. Proceedings of the 11^th International Conference on Educational Data Mining. Buffalo, New York. [Recipient of Best Paper Award] paper.

Yu, R., Jiang, D., & Warschauer, M. (2018). Representing and predicting student navigational pathways in online college courses. Proceedings of the Fifth Annual ACM Conference on Learning at Scale (L@S ’18). London, United Kingdom: ACM. https://doi.org/10.1145/3231644.3231702. link.

Zhou, N., Richardson, D., & Warschauer, M. (2018). Promoting high school teachers’ self-efficacy and the understanding of equity issues in CS classrooms. Proceedings of the 2018 IEEE STCBP Conference on Research on Equity and Sustained Participation in Engineering, Computing, and Technology. Baltimore, MD, USA. link.

Park, J., Denaro, K., Rodriguez, R., Smyth, P., & Warschauer, M. (2017). Detecting changes in student behavior from clickstream data. Proceedings of the Seventh International Learning Analytics & Knowledge Conference (LAK ’17). ACM, New York, NY, USA, 21-30. https://doi.org/10.1145/3027385.3027430. [Nominated for Best Paper Award] link. paper.

Ahumada-Newhart, V., Warschauer, M., Olson, J., & Eccles, J. (2017). Go home and get better: An exploration of inequitable educational services for homebound children. IDC 2017 Workshop on Equity and Inclusivity at the ACM SIGCHI Interaction Design and Children Conference. link

Yim, S., Wang, D., Olson, J., Vu, V., & Warschauer, M. (2017). Synchronous collaborative writing in the classroom: Undergraduates’ collaboration practices and their impact on writing style, quality, and quantity. Proceedings of the 20th ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 468-479). link.

Niiya, M., Reich, S. M., Wang, Y., Mark, G., & Warschauer, M. (2015). Strictly by the Facebook: Unobtrusive method for differentiating users. Proceedings of the 18th ACM Conference Companion on Computer Supported Work & Social Computing (pp. 159-162). link. paper.

Wang, Y., Niiya, M., Mark, G., Reich, S., & Warschauer, M. (2015). Coming of age (digitally): An ecological view of social media use among college students. Proceedings of the 18th ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 571-582). link. 

Jiang, S., Fitzhugh, S., & Warschauer, M. (2014). Social positioning and performance in MOOCs. Proceedings of GEDM 2014: Workshop on Graph-based Educational Data Mining, London. paper.

Jiang, S., Williams, A., Schenke, K., Warschauer, M., & O’Dowd, D. (2014). Predicting MOOC performance with week 1 behavior. Proceedings of the 7th International Conference Educational Data Mining, London. paper.

Tran, C., Chen, J., Warschauer, M., Conley, A., & Dede, C. (2012). Applying motivation theories to the design of educational technology. Proceedings of the Games+Learning+Society 8.0 Conference, Madison, WI. link.

Zheng, B., Warschauer, M., & Farkas, G. (2011, March). Improving fourth grade writing through technology-enhanced instruction. In M. Koehler & P. Mishra (Eds.), Proceedings of society for information technology & teacher education international conference 2011 (pp. 4501-4508). Chesapeake, VA: AACE. link.

Cervantes, R., Warschauer, M., Nardi, B., & Sambasivan, N. (2011). Infrastructures for low-cost laptop use in Mexican schools. Proceedings from 29th International Conference on Human Factors in Computing Systems. CHI 2011. ACM. link.

Warschauer, M. (2010). New paradigms in technology-mediated learning. New paradigms in foreign language education, Proceedings of the annual conference of the Korean Association of Foreign Language Education (pp. 28-33). Seoul: Korean Association of Foreign Language Educators. paper.

Warschauer, M. (2002). Language teaching in the information technology society. In L. Mak et al. (Eds.), Technology in language education: Meeting the challenges of research and practice, proceedings of the technology in language education conference, June 2001, Hong Kong and Nanjing. Hong Kong: Language Centre, Hong Kong University of Science and Technology.

Warschauer, M. (2002). The Internet and language diversity. Proceedings of the Conference on Language Variation and Language Policy. Dutch Language Union: Amsterdam.

Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. Proceedings of the IATEFL CALL Conference [CD]. Kent: UK. link.

Warschauer, M. (2000). Millennialism and media: Language, literacy, and technology in the 21st century, Selected papers from AILA ’99 (pp. 74-83). Tokyo: Waseda University Press. paper.

Warschauer, M. (1998). CALL vs. electronic literacy: Reconceiving technology in the language classroom. Proceedings of the Centre for Information on Language Teaching and Research Information Technology Research Forum. London: Centre for Information on Language Teaching and Research.

Warschauer, M. (1998). From the workplace to the classroom: Innovation, reform, and resistance in the communication age. Education for the communication age: Proceedings of the First LEVERAGE Conference on Broadband Communications in Education and Training.  London: Centre for Information on Language Teaching and Research. paper.

Warschauer, M. (1998). Technology and literacy: Making the connections. Literacy for Change Conference Proceedings. Honolulu, HI: Center for Second Language Research.

Warschauer, M. (1997). Internet for English teaching: What, why, and how. In J. E. Katchen & Y. Leung (Eds.), The proceedings of the Fifth International Symposium on English Teaching (pp. 223-231). Taipei: Crane Publishing. (Another version of the article appeared in Dong-Eui International Journal, 2, 1996, pp. 24-40.)

Warschauer, M. (1996). Sociocultural learning theory and computer-mediated communication.  In F. L. Borchardt, C. L. Bradin, E. Johnson, & L. Rhodes (Eds.), Proceedings of the computer assisted language instruction consortium 1996 annual symposium “Distance Learning” (pp. 265-269). Durham, North Carolina: Duke University.

Authored and Co-Authored Books

Prado, Y., & Warschauer, M. (in press). Voices on the margins: Inclusive education at the intersection of language, literacy, and technology. MIT Press. (book)

Finocchio, S., Najmanovich, D., & Warschauer, M. (2016). Diversos mundos en el mundo de la escuela [Diverse worlds in the world of schooling]. Buenos Aires: Gedisa. (book) (link)

Hirata, K., & Warschauer, M. (2014). Japan: The paradox of harmony. New Haven, CT: Yale University Press. (book) (link)

Warschauer, M. (2011). Learning in the cloud: How (and why) to transform schools with technology. New York: Teachers College Press. (book) (link)

Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom. New York: Teachers College Press. link.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press. link.

Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria, VA: TESOL Publications. link.

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education.  Mahwah, New Jersey: Lawrence Erlbaum Associates. link.

Warschauer, M. (1995). E-mail for English teaching: Bringing the Internet and computer learning networks into the language classroom. Alexandria, VA: TESOL Publications.

Edited Books

Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press Applied Linguistics Series. link.

Warschauer, M. (Ed.). (1996). Telecollaboration in foreign language learning. Honolulu, HI: University of Hawai’i Second Language Teaching and Curriculum Center. link.

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. link.

Book Chapters

Jacob, S. R., Montoya, J., & Warschauer, M. (2022). Examining identity performance of multilingual students in computer science education: A narrative case study. In L. Klimanova (Ed.), Identity, multilingualism, and CALL: Responding to new global realities (pp. 159-188). Equinox. (chapter) (book)

Ahumada-Newhart, V., & Warschauer, M. (2021). Mobile computing: The role of autonomous features in robot-mediated virtual learning. In Human-automation interaction: Mobile computing. Springer. (chapter)

Jacob, S. R., Parker, M., & Warschauer, M. (2021). Integration of computational thinking into English language arts. In A. Ottenbreit-Leftwich & A. Yadav (Eds.), Computational thinking in PreK-5: Empirical evidence for integration and future directions. ACM and the Robin Learning + Technology Fund. https://doi.org/10.1145/3507951.3519288 (chapter)

Warschauer, M., Jacob, S., & Maamuujav, U. (2021). Chapter 28: Online Englishes. In The Routledge handbook of world Englishes. (chapter) (book)

Jacob, S. R., Garcia, L., & Warschauer, M. (2020). Leveraging multilingual identities in computer science education. In M. R. Freirmuth & N. Zarrinabadi (Eds.), Technology and the psychology of second language learners and users (pp. 309-331). Palgrave-Macmillan. https://doi.org/10.1007/978-3-030-34212-8_12 (chapter) (book)

Glick, D., Cohen, A., Festinger, E., Xu, D., Li, Q., & Warschauer, M. (2019). Predicting success, preventing failure. In D. Ifenthaler, D.-K. Mah, & J. Y.-K. Yau (Eds.), Utilizing learning analytics to support study success (pp. 249-273). Cham, Switzerland: Springer. (chapter) (book)

King, S., Zhou, N., Fischer, C., Rodriguez, F., & Warschauer, M. (2019). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. In S. Kradtap Hartwell & T. Gupta (Eds.), From general to organic chemistry: Courses and curricula to enhance student retention (pp. 119-128). Washington, DC: American Chemical Association. (chapter) (book)

Yim, S., & Warschauer, M. (2019). Students initiating feedback: Potential of social media. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts & issues (2nd ed., pp. 285-304). Cambridge, UK: Cambridge University Press. (chapter) (book)

Zinger, D., Krishnan, J., & Warschauer, M. (2019). Bridging student digital divides by bridging teacher digital divides. In A. Normore & A. I. Lahera (Eds.), Crossing the bridges of the digital divide: A walk with global leaders. Charlotte, NC: Information Age Publishing. (chapter) (book)

Tate, T., & Warschauer, M. (2018). Digital divides and social inclusion. In K. Mills, A. Stornaiuolo, A. Smith, & J. Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp. 63-75). Routledge. (chapter) (book)

Warschauer, M., & Xu, Y. (2018). Technology and equity in Education 71. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1063-1079). Cham, Switzerland: Springer. (chapter) (book)

Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Hoboken, NJ: John Wiley & Sons Inc. (book)

Kern, R., Ware, P., & Warschauer, M. (2017). Computer-mediated communication and language learning. In G. S. Hall (Ed.), Routledge handbook of English language teaching (pp. 542-555). New York: Routledge. (book)

Kern, R., Ware, P., & Warschauer, M. (2017). Network-based language teaching. In N. V. Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education: Second and foreign language education (4th ed., Vol. 4). New York: Springer. [Revised and updated of earlier entry from 2009.] (chapter) (book)

Niiya, M., & Warschauer, M. (2017). Digital divide. In R. S. Rycroft (Ed.), The American middle class: An economic encyclopedia of progress and poverty. Santa Barbara, CA: ABC-CLIO, LLC. (chapter) (book)

Tate, T., & Warschauer, M. (2017). Computer access in the home. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (Vol. 2, pp. 120-121). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781483385198.n54 (book)

Tate, T., & Warschauer, M. (2017). One-to-one device initiatives. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (Vol. 2, pp. 539-540). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781483385198.n208 (book)

Tate, T., & Warschauer, M. (2017). The digital divide in language and literacy education. In S. Thorne & S. May (Eds.), Encyclopedia of language and education (Vol. 9). Language, Education and Technology. https://doi.org/10.1007/978-3-319-02328-1_5-1 (chapter) (book)

Warschauer, M., & Niiya, M. (2017). Digital divide and inclusion. In M. Levine-Clark & J. McDonald (Eds.), The encyclopedia of library and information sciences (4th ed., pp. 1279-1285). Routledge. (book)

Yim, S., Saito-Stehberger, D., & Warschauer, M. (2017). The long view. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. (book)

Zheng, B., Yim, S., & Warschauer, M. (2017). Social media in the writing classroom and beyond. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. (chapter) (book)

Zinger, D., Tate, T., & Warschauer, M. (2017). Learning and teaching with digital media: Technological pedagogy and classroom practice. In J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 577-593). London, UK: Sage. (book)

Ames, M. G., Warschauer, M., & Cotten, S. R. (2016). How One Laptop per Child taught Birmingham a “costly lesson.” In M. A. Gottfried & G. Q. Conchas (Eds.), When school policies backfire, and what we can learn (pp. 133-155). Cambridge, MA: Harvard Education Press. (chapter) (book)

Park, Y., & Warschauer, M. (2016). Reading instruction in a technology age. In B. X. Chen & R. Helms-Park (Eds.), Learning to read in a second language: Psycholinguistic and cognitive perspectives. Routledge. (book)

Ware, P., Kern, R., & Warschauer, M. (2016). The development of digital literacies. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 307-322). New York: de Gruyter Mouton. (chapter) (book)

Warschauer, M. (2016). Addressing the social envelope: Education and the digital divide. In C. Greenhow & J. Sonnevand (Eds.), Education and social media (pp. 29-48). Cambridge, MA: MIT Press. (chapter) (book)

Yim, S., & Warschauer, M. (2016). CALL and electronic media. In K. Hyland & P. Shaw (Eds.), Routledge handbook of English for academic purposes (pp. 592-607). London: Routledge. (chapter) (book)

Warschauer, M. (2015). From computers and the Web to mobile devices & e-texts: The transition to digital reading continues. In R. Spiro, M. DeSchryver, M. S. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 65-73). New York: Routledge. (chapter) (book)

Yim, S., Niiya, M., & Warschauer, M. (2015). E-inclusion in education: Lessons from five countries. In K. Andreeason (Ed.), Digital divides: The new challenges and opportunities of e-inclusion (pp. 181-202). Boca Raton, FL: CRC Press, Taylor & Francis. (chapter) (book)

Lawrence, J. F., Warschauer, M., Zheng, B., & Mullins, D. (2013). Research in digital literacy: Tools to support learning across the disciplines. In J. Ippolito, J. F. Lawrence, & C. Zaller (Eds.), Adolescent literacy in the era of the common core: From research into practice (pp. 117-129). Cambridge, MA: Harvard Education Press. (chapter) (book)

Niiya, M., Warschauer, M., & Zheng, B. (2013). Emerging literacies in digital media and L2 secondary writing. In L. C. Oliveria & T. Silva (Eds.), L2 writing in secondary classroom: Student experiences, academic issues, and teacher education (pp. 104-116). New York: Routledge. (chapter) (book)

Park, Y., & Warschauer, M. (2013). Building awareness of language structures with visual-syntactic text formatting. In K. Pytash & R. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 21-36). Hershey, PA: IGI Global. (book)

Park, Y., Zheng, B., Lawrence, J., & Warschauer, M. (2013). Technology-enhanced reading environments. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning. London & New York: Continuum. (chapter) (book)

Thomas, M., Reinders, H., & Warschauer, M. (2013). Contemporary computer-assisted language learning: The role of digital media and incremental change. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning. London & New York: Continuum. (chapter) (book)

Tran, C., Warschauer, M., & Conley, A. (2013). Tapping the motivational potential of mobile handhelds: Defining the research agenda. In G. Trentin & M. Repetto (Eds.), Using network and mobile technology to bridge formal and informal learning (pp. 1-30). Oxford, UK: Chandos Publishing. (chapter) (book)

Ware, P., & Warschauer, M. (2013). Qualitative research in information and communication technologies. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 4787-4792). Hoboken, NJ: Wiley Blackwell. (chapter) (book)

Warschauer, M. (2013). Language and the digital divide. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 4787-4792). Hoboken, NJ: Wiley Blackwell. (chapter) (book)

Yim, S., & Warschauer, M. (2013). Technology and second language writing: A framework-based synthesis of research. In K. Pytash & R. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 298-312). Hershey, PA: IGI Global. (book)

Ware, P., Liaw, M.-L., & Warschauer, M. (2012). The use of digital media in teaching English as an international language. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 67-84). New York: Routledge. (chapter) (book)

Warschauer, M. (2011). Foreword. In M. Thomas (Ed.), Digital education: Opportunities for social collaboration (pp. xi-xii). New York: Palvgrave Macmillan. (chapter) (book)

Warschauer, M., Lind, S., & Ren, Y. (2011). Technology and English teaching: An international survey. In JACET ICT Special Committee (Ed.), Information communication technology practice & research 2010 (pp. 7-21). Tokyo: JACET-ICT Committee. (chapter)

Kibrick, M., van Es, E., & Warschauer, M. (2010). Designing professional development for 21st century learning. In C. Maddux (Ed.), Research highlights in technology and teacher education (pp. 159-166).Chesapeake, VA: Society for Information Technology and Teacher Education. (chapter) (book)

Matuchniak, T., & Warschauer, M. (2010). Equity in technology access and opportunities. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 8, pp. 95-101). Oxford: Elsevier. (chapter) (book)

Warschauer, M. (2010). Digital divide. In M. J. Bates & M. N. Maack (Eds.), Encyclopedia of library and information sciences (3rd ed., Vol. 2, pp. 1551-1556). New York: CRC Press. (chapter) (book)

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. (chapter) (book)

Warschauer, M. (2010). Foreword. In P. Arora, Dot Com mantra: Social computing in the Central Himalayas (pp. ix-x). Farnham, UK: Ashgate Publishing. (chapter) (book)

Warschauer, M., Black, R. W., & Chou, Y.-L. (2010). Online Englishes. In A. Kirkpatrick (Ed.), The Routledge handbook of world Englishes (pp. 490-505). New York: Routledge. (chapter) (book)

Warschauer, M. (2009). Foreword. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. xix-xx). Hershey, PA: IGI Global. (chapter) (book)

Warschauer, M. (2009). Foreword. In R. Goodfellow & M.-N. Lamy (Eds.), Learning cultures in online education. London: Continuum. (chapter) (book)

Warschauer, M. (2009). Technology and educational reform: A tale of two schools. In A. Gazit (Ed.), Innovations in education (pp. E109-E123). Raanana, Israel: Open University of Israel. (chapter)

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: Second and foreign language education (2nd ed., Vol. 4, pp. 281-292). New York: Springer. (chapter) (book)

Warschauer, M. (2008). Whither the digital divide? In D. L. Kleinman, K. A. Cloud-Hansen, C. Matta, & J. Handelsman (Eds.), Controversies in science and technology: From chromosomes to the cosmos. New Rochelle, NY: Liebert. (chapter) (book)

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. New York: Lawrence Erlbaum Associates. (chapter) (book)

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. (chapter) (book)

Ware, P., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland & F. Hyland (Eds.), Feedback and second language writing (pp. 105-122). Cambridge: Cambridge University Press. (chapter) (book)

Warschauer, M. (2006). Foreword. In E. Arnó Macià, A. Soler Cervera, & C. Rueda Ramos (Eds.), Information technology in languages for specific purposes (pp. xiii-xvi). New York: Springer. (chapter) (book)

Warschauer, M. (2006). Literacy and technology: Bridging the divide. In D. Gibbs & K.-L. Krauss (Eds.), Cyberlines 2: Languages and cultures of the Internet (pp. 163-174). Albert Park, Australia: James Nicholas. (chapter) (book)

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, NJ: Lawrence Erlbaum. (chapter) (book)

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 41-51). Mahwah, NJ: Lawrence Erlbaum. (chapter) (book)

Warschauer, M. (2004). Of digital divides and social multipliers: Combining language and technology for human development. In 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. (chapter) (book)

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. (chapter) (book)

Warschauer, M., & De Florio-Hansen, I. (2003). Multilingualism, identity, and the Internet. In A. Hu & I. De Florio-Hansen (Eds.), Multiple identity and multilingualism (pp. 155-179). Tübingen: Stauffenburg. (chapter) (book)

Warschauer, M. (2002). Languages.com: The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon literacies (pp. 62-74). London: Routledge. (chapter) (book)

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. (chapter) (book)

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. (chapter) (book)

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. [Reprint of journal article in Anthropology & Education Quarterly] (book)

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. (chapter) (book)

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. (chapter) (book)

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. (book)

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. (chapter) (book)

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. (chapter) (book)

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 (pp. 125-136). Lyon, France: National Institute of Applied Sciences. (chapter)

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. (chapter) (book)

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 (Eds.), Language learning through social computing (pp. 67-89). Canberra, Australia: Applied Linguistics Association of Australia. (chapter) (book)

Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo, Japan: Logos International. (chapter) (book)

Warschauer, M. (1996). Insults for pennies. In G. M. Jacobs & B. R. Sundara Rajan (Eds.), Stories for language teachers (p. 56). Singapore: Regional Language Centre.

Warschauer, M. (1996). It’s great to be bilingual. In G. M. Jacobs & B. R. Sundara Rajan (Eds.), Stories for language teachers (pp. 7-8). Singapore: Regional Language Centre.

Warschauer, M. (1996). Motivational aspects of using computers for writing and communication.  In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 29-46). Honolulu, HI: University of Hawai’i Second Language Teaching and Curriculum Center. (chapter) (book)

Warschauer, M. (1995). International student e-mail discussion lists. In M. Warschauer (Ed.), Virtual connections: Online activities and projects for networking language learners (pp. 168-169).Honolulu, HI: University of Hawai’i Second Language Teaching and Curriculum Center. (book)

Data Sets

Xu, Y., Ritchie, D., Mo, Y., Wang, D., & Warschauer, M. (2022). FairytaleQA: An authentic large-scale dataset for narrative comprehension [Data set]. link.

Xu, Y., & Warschauer, M. (2021). Conversational agents for dialogic reading [Data set]. link.

Warschauer, M., Reimer, L., Denaro, K., Orona, G., Schenke, K., Nguyen, T., Niili, A., Xu, D., Solanki, S., & Tate, T. (2021). Evaluating promising practices in undergraduate STEM lecture courses [Data set]. Dryad. link.

Warschauer, M., Collins, P., & Farkas, G. (PIs). (2021). Digital scaffolding for English language arts, United States, 2016-2017 (ICPSR37625-v1) [Data set]. Inter-university Consortium for Political and Social Research. [Tate, T., data lead and prepared public data set]. link.

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Data on online and face-to-face course enrollments in a public research university during summer terms. Data in Brief, 29, 1–10. link.

Tate, T., Warschauer, M., & Abedi, J. (2016). Data on NAEP 2011 writing assessment prior computer use. Data in Brief, 8, 978–989. link.