Laptops and Literacy: Learning in the Wireless Classroom

This 192-page book (ISBN 0-8077-4726-2) published in 2006 by Teachers College Press examines literacy and learning in one-to-one wireless classroom. The book is based on two years of research in laptop classrooms in US schools. See further information on the book and how to order it.

Technology and Social Inclusion: Rethinking the Digital Divide

This 272-page book(ISBN 0-262-23224-3), published in 2003 by MIT press, moves beyond one-dimensional discussion of "haves" and "have-nots" to analyze in-depth the nuanced forms of access to information and communication technologies and the ways that differential access contributes to social and economic stratification or inclusion. Order from MIT Press or Amazon.com or BarnesandNoble.com, or see further information about the book and its contents.

Electronic Literacies: Language, Culture, and Power in Online Education

This 220-page book (ISBN 0-8058-3118-5), published in 1999, is one of the first ethnographic studies published of students' use of new online technologies in the classroom. It is based on two years' of research with culturally and linguistically diverse learners, including Native Hawaiian students and immigrant and international students from Latin America, Asia, and the Pacific. (Price is $22.50 for soft cover, $45.00 for hard cover.) To order, contact Lawrence Erlbaum Associates by toll-free telephone number (in North America): 1-800-9-BOOKS-9 or by email: orders@erlbaum.com (Also available from Amazon.com or, more quickly, from barnesandnoble.com). See further information about the book and its contents.

Network-Based Language Teaching: Concepts and Practice

This 256-page book (ISBN 0-521-66742-9), co-edited with Richard Kern and published in 2000, is the first edited collection of empirical and conceptual research papers about the use of e-mail, real-time communication, and the World Wide Web in language teaching. Contact Cambridge University Press to order. See further information about the book and its contents.

Internet for English Teaching

This 179-page book (ISBN 0-939791-88-9, co-authored with Heidi Shetzer and Christine Meloni and published in 2000, provides a complete overview of the use of the Internet in English teaching. Published in August 2000 and available shortly from TESOL Publications; can also be found at www.amazon.com or www.barnesandnoble.com. Those outside the US may be able to get a reprinted version of the book for free or reduced cost from the US Embassy or Regional English Language Officer. See further information about the book, its contents, and how to obtain it.

Telecollaboration in Foreign Language Learning

This 256-page book (ISBN 0-8248-1867-9), published in 1996, contains 14 chapters submitted by presenters at the International Symposium on Local & Global Electronic Networking in Foreign Language Learning & Research, held in Honolulu, Hawai'i July 1995.

This book might be out of press. You can try contacting the original distributor (University of Hawaii Press) or creatively looking around the Internet.

Virtual Connections: Online Activities and Projects for Networking Language Learners

This 417-page edited book (ISBN 0-8248-1793-1), published in 1995, contains 125 contributions from foreign and second language teachers about how they use the Internet for language teaching, with sections on electronic communication in a single class, electronic communication for cross-cultural exchange, and using Net resources (e.g., World Wide Web)--plus a couple of helpful appendixes as well. To order, contact University of Hawaii Press, Athelstan Publications, Amazon.com, or Bn.com.

E-Mail for English Teaching: Bringing the Internet and Computer Learning Networks into the Language Classroom

This 1995 book is out-of-date, and possibly out-of-print. For a more updated book on a similar theme, see Internet for English Teaching higher up on this page. But, if you want a collector's item, then.....This 120-page book (ISBN 0-939791-62-5) covers the concepts, instruction, and teaching tips to successfully use e-mail, the Internet, and the World Wide Web for language teaching. Information is included on how and where to find online teaching resources and materials, how to set up effective international exchanges, and how to help your students find their own authentic materials on the Net. Also included is a list of important journals, books, email addresses, and Internet sites, as well as a glossary of online terms. Originally published by TESOL Publications.

One-to-One Computing

• Warschauer, M. (2006). Laptops and literacy. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, April.


• Warschauer, M. (2005/2006). Going one-to-one. Educational Leadership 63(4), 34-38. (email for electronic offprint).


• Warschauer, M., Grant, D., Del Real, G., & Rousseau, M. (2004). Promoting academic literacy with technology: Successful laptop programs in K-12 schools. System 32(4), 525-537.
  HTML version with multimedia links -- PDF version
  
  
• Warschauer, M, & Grimes, D. First year evaluation report: Fullerton School District laptop progam. [Online report.] Available http://www.gse.uci.edu/markw/fsd-laptop-year1-eval.pdf
  


• Warschauer, M (forthcoming). Laptops and literacy. Pedagogies. (check back soon)
  
  
• Warschauer, M. (in press). Information literacy in the laptop classroom. Teachers College Record. (check back soon)
  

Automated Essay Scoring and Electronic Feedback

• Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research 10(2), 1-24.


• Grimes, D. & Warschauer, M. (2006). Automated essay scoring in the classroom. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April.


• Grimes, D. & Warschauer, M. (forthcoming). Automated essay scoring in the classroom. Pedagogies. (check back soon)


• Ware, P., & Warschauer, M. (in press). Electronic feedback and second language writing. In K. Hyland, & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues. New York: Cambridge University Press.

Digital Divide

• Warschauer, M., Knobel, M., & Stone, M. (2004). Technology and equity in schooling: Deconstructing the digital divide. Educational Policy 18(4), p. 562-588.
  
  
• Warschauer, M. (in press). A literacy approach to the digital divide. In M. A. Pereyra (Ed.), Las mulialfabetizaciones en el espacio digital . Malaga, Spain: Ediciones Aljibe.
  


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


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


• Warschauer, M. (2003). Social Capital and access. Universal Access in the Information Society 2(4).
  
  
• Warschauer, M. (2002). Reconceptualizing the digital divide. First Monday 7(7).


• Warschauer, M. (2004). Of digital divides and social multipliers: Combining language and technology for human development. Information and communication technologies in the teaching and learning of foreign languages: State of the art, needs and perspectives (pp. 46-52). Moscow: UNESCO Institute for Information Technologies in Education.
  

The Internet, Society, and Education Around the World

• Warschauer, M. (in press). Networking the Nile: Technology and professional development in Egypt. In J. Inman & B. Hewett (Eds), Technology and English studies: Innovative professional paths. Mahwah, N.J.: Lawrence Erlbaum.


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


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


• Fang, X, & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly 38(2), 301-323.
• Warschauer, M. (2001). Does the Internet bring freedom? Information technology, education and society. 1(2), 93-201



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


• Warschauer, M. (1998). Review of The information age: Economy, society, and culture,by Manuel Castells. Computers & Composition, 15, 265-267.

Language, Literacy, and Technology

• Warschauer, M. (in press). Literacy and technology: Bridging the divide. In D. Gibbs and K.-L. Krauss (Eds.), Cyberlines 2: Languages and cultures of the Internet. Albert Park, Australia: James Nicholas.


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


• Warschauer, M. (2004). Technology and writing. In C. Davison & J. Cummins (Eds.), Handbook of English Language Teaching. Dordrecht, Netherlands: Kluwer Academic Publishers.


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


• Matsuda, P., Canagarajah, A. S., Harklau, L., Hyland, K., & Warschauer, M. (2003). Changing currents in second language writing research. Journal of Second Language Writing, 12(2), 159-179.


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


• Warschauer, M. (2002) Languages.com: The Internet and linguistic pluralism. In I. Snyder (Ed.), Silicon litercies: Communication, innovation and education in the electronic age (pp. 62-74). London: Routledge.


• Warschauer, M. (2002). A review of Language and the Internet by David Crystal. Education, Communication, and Information, 2(2), p. 241-244.


• Warschauer, M. (2001). Language, identity, and the Internet. Mots Pluriels 19.


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


• Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates. (Introductory chapter).


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


• Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers' Journal 53, 61-67.

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


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

Classroom Research

• Warschauer, M. (2002) Networking into academic discourse. Journal of English for Academic Purposes 1(1).


• Warschauer, M. (2000). Technology and school reform: A view from both sides of the track(ing): [A revised version of Warschauer, 2000. Technology and school reform: A view from both sides of the track,Education Policy Analysis Archives 8,4].


• Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education Quarterly, 29, 68-88.


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


• Warschauer, M. (2000). 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). New York: Cambridge University Press.


• Warschauer, M. & Lepeintre, S. (1997). Freire's dream or Foucault's nightmare?: Teacher-student relations on an international computer network. In R. Debski, J. Gassin, & M. Smith (Ed.), Language learning through social computing. Canberra, Australia: Applied Linguistics Association of Australia.


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


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


• Warschauer, M. (1996). Heterotopias, panopticons, and Internet discourse. University of Hawai'i Working Papers in ESL 14 (1).


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

• Ware, P., and Warschauer, M. (in press). Electronic feedback and second language writing. In K. Hyland and F. Hyland (Eds.) Feedback and second language writing. Cambridge: Cambridge University Press.


• Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert and G. M. Petrie (Eds.) CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Earlbaum.


• Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New Perspectives on CALL for Second and Foreign Language Classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates.


• Ancker, W. P. (2002). The challenge and opportunity of technology: An interview with Mark Warschauer. English Teaching Forum, 40(4), 1-8.


• Warschauer, M. (2001). Online communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 207-212). Cambridge: Cambridge University Press.


• Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press.


• Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 171-185). New York: Cambridge University Press.


• Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching.


• Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal. 81, 470-481.


• Warschauer, M. (1997). A sociocultural approach to literacy and its significance for CALL. In K. Murphy-Judy & R. Sanders (Eds.), NEXUS: The convergence of language teaching and research using technology. Durham, North Carolina: Computer Assisted Language Instruction Consortium.


• Warschauer, M. (1998). Interaction, negotiation, and computer-mediated learning. In V. Darleguy, A. Ding, & M. Svensson (Eds.), Educational Technology in language learning: Theoretical reflection and practial applications. Lyon, France: National Institute of Applied Sciences, Center of Language Resources, p. 125-136.


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


• Warschauer, M., & Whittaker, F. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter, 30(1), 27-33.


• Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.


• Shetzer, H., & Warschauer, M. (2001). English through Web page creation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 429-445). Ann Arbor, MI: University of Michigan Press.


• Warschauer, M, Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), p. 1-14.