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analyzes how students learn to read, write, think, conduct research, and produce media in the laptop classroom. Though mostly a positive account, it includes enough negative examples to illustrate a point central to all of
Warschauer's work, that of technology as intellectual and social amplifier. In
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Warschauer was the recipient in 1998 of the
Educational Testing Service/TOEFL Policy Council Award for outstanding international contribution in the field of technology and language learning. His books have been translated into Chinese, Japanese, and Portuguese and have been critically acclaimed in
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before going to his office, but had simply forgotten the boy was with him. Two months later prosecutors announced that they would not pursue criminal charges against Mark
Warschauer, ruling the boy's death accidental. Following the tragic event, Warschauer became active in groups educating parents
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Since 2001, Warschauer has been a professor in the
Department of Education and the Department of Informatics at the University of California, Irvine, where he also contributes to the Center for Research on Information Technology and Organizations and the Ada Byron Research Center for Diversity in
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and the digital divide: devices, conduits, and literacy. While approaching ICT access in terms of access to devices and conduits might be the simplest way to understand the digital divide, these models of access neglect the technological aptitude necessary to effectively utilize ICTs. Instead, he
249:, where is also the director of the Ph.D. in Education program and founding director of the Digital Learning Lab. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and
434:. This book focused on two themes that became prominent in his career: the particular skills and competency involved in becoming literate in the digital age, and the impact of this
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Warschauer is among education researchers that recognize the potential of technologies, such as laptops, for fostering increased learning opportunities for
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US aid project in Egypt. Warschauer's work in Egypt, which he wrote about extensively, also served as a basis for his publications on the digital divide.
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On August 8, 2003, the body of Mark
Warschauer's first son Michael was discovered in the backseat of Warschauer's car in the UC Irvine
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Computing and
Information Technology. Warschauer is the founding director of the PhD in Education program at UC Irvine, one of the few
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this case, laptops were demonstrated to help good schools become better, but only exacerbated problems in troubled schools.
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projects in Egypt, Brazil, China, India, and the United States. In this book, Warschauer explains three models of
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E-mail for
English teaching: Bringing the Internet and computer learning networks into the language classroom.
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about children's safety in and around cars. He and his wife went on to have three subsequent children.
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teachers and researchers around the world. In these books, Warschauer critiqued previous views of
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Honolulu, Hawaii: University of Hawai'i Second
Language Teaching and Curriculum Center.
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is a professor in the
Department of Education and the Department of Informatics at the
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Honolulu, Hawaii: University of Hawaiʻi Second
Language Teaching and Curriculum Center
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Virtual connections: Online activities and projects for networking language learners.
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on overcoming the marginalization of culturally and linguistically diverse learners.
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in the U.S. that includes a specialization in Language, Literacy, and Technology.
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525:. Contentious material about living people that is unsourced or poorly sourced
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463:. The book was based on Warschauer's research on technology, education, and
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Electronic literacies: Language, culture, and power in online education.
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Warschauer served as a faculty researcher and doctoral candidate at the
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argues for the third model of access, literacy, as the superior model.
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Cambridge, Massachusetts: Massachusetts Institute of Technology Press.
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Electronic Literacy: Language, Culture, and Power in Online Education
656:, communication, sociology, and information studies. He has been a
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London & New York: Bloomsbury Contemporary Linguistics Series.
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Cambridge: Cambridge University Press Applied Linguistics Series.
445:, and his numerous articles on the same topic, including one in
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Technology and social inclusion: Rethinking the digital divide.
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Technology and Social Inclusion: Rethinking the Digital Divide
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Thomas, M., Reinders, H., & Warschauer, M.(Eds.). (2012).
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Technology and Social Inclusion: Rethinking the Digital Divide
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from the article and its talk page, especially if potentially
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Following Hawaii, Warschauer took a position as director of
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Laptops and Literacy: Learning in the Wireless Classroom
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Network-based language teaching: Concepts and practice.
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Warschauer's most recent area of research focuses on
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Warschauer, M, Shetzer, H. & Meloni, C. (2000).
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learners. His several books on the topic, including
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876:: CS1 maint: bot: original URL status unknown (
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760:Warschauer, M., & Kern, R. (Eds.). (2000).
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370:Warschauer's contributions fall in four areas:
430:Warschauer expanded this vision with his book
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743:. Alexandria, Virginia: TESOL Publications.
50:Learn how and when to remove these messages
866:, archived from the original on 2011-07-24
681:. Only 10 months old, "Mikey" had died of
461:information and communication technologies
94:about living persons that is unsourced or
589:Learn how and when to remove this message
358:Learn how and when to remove this message
230:Learn how and when to remove this message
165:Learn how and when to remove this message
938:University of California, Irvine faculty
411:, attracted the attention of second and
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31:This article has multiple issues.
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195:may be too short to adequately
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507:biography of a living person
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724:Lawrence Erlbaum Associates
527:must be removed immediately
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813:Warschauer, Mark (2004).
257:Intellectual contribution
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849:Orange County Register
664:throughout the world.
625:educational technology
521:Please help by adding
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736:: TESOL Publications.
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603:University of Hawaiʻi
516:references or sources
387:laptops in education.
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425:online communication
92:Contentious material
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613:, one of the first
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423:and agency through
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36:improve it
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