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Senate Faculty
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Mark Warschauer
Professor
Department of Education
Department of Informatics
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Research
SciThink
This
project, launched with a team of faculty and students in 2008, is developing a series of computer learning games for science education incorporating multiplayer teamwork; collaborative writing; simulated communication with great scientists of history; authentic problem-solving; combinations of peer, expert, and automated feedback; and extensive scaffolding and support for English language learners.
Learning for the 21st Century
This
study, launched in 2008, involves an in-depth investigation of Southern California schools that are promoting deep understanding and 21st learning skills with new technologies. Through observations, interviews, surveys, and analysis of records and artifacts, the study seeks to better understand and promote best practices for teaching, learning, and assessment of 21st century skills.
Technology and English Language Teaching
This study, launched in 2008, is investigating, through surveys, interviews, and case studies, the role of new technologies in English language teaching in 13 countries in the Americas and Asia. The goal is to understand how new digital media will impact the nature of English teaching and learning in the next 10-20 years.
Technology, Out-of-School Learning and Human Development
This
study, launched in 2006 with Deborah Vandell, is examining learning and
human development in technology intensive, community learning center serving low-income immigrant students in
Southern California. Two years of qualitative and quantitative data have been collected on students' experiences and outcomes and are currently being analyzed.
Laptops and Literacy
This study, launched in the
2003-04 academic year, investigated the use of laptop computing
and wireless networking in US schools. Case study research has been conducted
on students who use laptops at home and throughout the school day in
ten public schools, including students from diverse cultural, linguistic,
and socio-economic backgrounds. The project investigates the types
of literacy practices that students engage in using the laptops both
at school and at home. A book on the research, Laptops and Literacy: Learning in the Wireless Classroom, has been published, as have several papers.
Expanding Engineering Thinking:
Interactive Visualization of Numerical Models
This 2002-2005 project, with
funding from the National Science Foundation,
established and investigated a high-tech classroom in the UCI School
of Engineering for fostering visualization among engineering and computer
science students. The classroom includes both a state-of-the-art smartboard
that automatically translates formulas into graphs, and a virtual reality
laboratory that allows three-dimensional modeling. For a more technical
description, see the
project Webpage. Also see articles on the study's results from the perspectives of civil engineering education and computer graphics instruction.
Technology and Academic Preparation:
A Comparative Study
This 2001-2002 study, funded by UC
NEXUS and UC
ACCORD, is aimed at documenting and comparaing the availability of,
access to and uses of new technologies in diverse high schools of Southern
California. Two sets of high schools were included in the study, a set
of five high schools in low socio-economic status neighborhoods with
relatively low academic achievement, and a set of three high schools
in wealthier communities with higher academic achievement. For further information, see the Executive Summary (9 pages) or Full Report (165 pages) of the study, or read the following article
based on the study's results: Technology and equity in schooling: Deconstructing the digital divide
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