Mark Warschauer

Mark Warschauer is Professor of Education at the University of California, Irvine, where he directs both the Digital Learning Lab and the Advisory Group on Generative AI in Education and has affiliated appointments in the departments of informatics, language science, and psychological science. Warschauer began his educational career as a Spanish bilingual mathematics teacher in San Francisco. He has served as a curriculum specialist in Moscow, a Fulbright scholar in the Czech Republic, and director of educational technology on a large US development project in Egypt. He has also conducted research in Mexico, Brazil, Singapore, India, Japan, and China. A founding member of UCI’s School of Education, Warschauer was instrumental in establishing the School’s PhD program in Education as well as its undergraduate major in Education Sciences. He has served as Associate Dean and Interim Dean of the School, and also served as founding director of the university’s Teaching and Learning Research Center. Warschauer’s research focuses on diverse students’ learning processes and outcomes with digital media. He was one of the first scholars to examine how online communication represents a major new environment shaping language and literacy practices. He carried out foundational work on the nature of digital literacy and the relationship of digital media to inequality. His widely-cited MIT Press book on the latter topic, “Technology and Social Inclusion: Rethinking the Digital Divide,” illuminated the broad array of factors that contribute to meaningful use of new technologies. He has also conducted research on several topics related to artificial intelligence in education, including automated writing assessment, visual-syntactic text formatting, and use of conversational agents in young children’s science learning. Much of his current work examines the use of generative artificial intelligence to support students’ writing development and AI literacy. A principal focus of Warschauer’s work is developing teaching and learning practices with digital media that benefit marginalized learners. Several of his research projects, including on computer science education, are directed at understanding how innovations can be effectively adapted to meet the needs of English learners and children with learning or cognitive disabilities. A strong proponent of open science, Warschauer has played a leading role in two influential open access academic journals. He served as founding editor of Language Learning & Technology, established in 1997 as one of the first rigorously peer-reviewed academic journals published exclusively online. He later served as inaugural Editor-in-Chief of AERA Open, honored in 2019 by the Association of American Publishers as the “Best New Journal in Social Sciences.” He is currently editor of a Cambridge Elements digital monograph series on Generative AI in Education.