Technology & School Reform: A View from Both Sides of the Tracks


  • Mark Warschauer America-Mideast Educational & Training Services, Cairo, Egypt



Access to Computers, Disadvantaged Youth, Educational Change, Educational Technology, Elementary Secondary Education, Equal Education, Expectation, Poverty, Private Schools, Public Schools, Resource Allocation, Technological Advancement, Urban Schools


A discourse of reform claims that schools must be transformed to take full advantage of computers, while a competing discourse of inequality warns that technology-enhanced reform is taking place only in wealthy schools, dooming poor and minority students to the wrong side of a digital divide. A qualitative study at an elite private school and an impoverished public school explored the relationship between technology, reform, and equality. The reforms introduced at the two schools appeared similar, but underlying differences in resources and expectations served to reinforce patterns by which the two schools channel students into different social futures.


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Author Biography

Mark Warschauer, America-Mideast Educational & Training Services, Cairo, Egypt

Mark Warschauer (, formerly a faculty researcher at the University of Hawai'i, is currently director of educational technology on a large US-funded development project in Egypt. He is the editor of Language Learning & Technology journal and the author of numerous works on technology in education, including, most recently, Electronic Literacies: Language, Culture, and Power in Online Education (Lawrence Erlbaum, 1999).




How to Cite

Warschauer, M. (2000). Technology & School Reform: A View from Both Sides of the Tracks. Education Policy Analysis Archives, 8, 4.