Research
I study how students engage with AI as a collaborator in writing and learning processes, including how they position AI as a peer, tutor, or thinking partner in classroom contexts.
I examine how schools and districts are developing policies to govern AI use, with attention to how these policies shape access, practice, and equity across educational systems.
I investigate how students’ identities, social norms, and moral reasoning shape how they interpret, negotiate, and use AI in learning environments.
Featured Collaborations
Through the Papyrus AI team, I contribute to research on AI-supported writing, feedback, and classroom interaction, with a focus on how students and instructors engage with generative AI in authentic learning contexts.
I support educator-facing AI literacy work through lesson development, presentations, and statewide professional learning initiatives focused on meaningful and equitable AI integration in schools.
As part of an AI-mediated math tutoring project, I help analyze student interaction and performance data to evaluate the tutor and translate findings into recommendations for instructional and system design improvements.
Publications
- White, M., Eguchi, A., & Warschauer, M. (in press). The digital divide: Manifestations, proposed solutions, and future implications in the age of AI. In Handbook of Theory and Research in Digital Media and Education. Springer.
- White, M. (in press). Diverse digital and AI literacies: Essential understandings for integrating AI in school spaces. AI Matters.
- White, M., Saito-Stehberger, D., & Warschauer, M. AI as a Supplementary Collaborator: Middle School Student Perspectives on AI and Teacher Feedback.
- White, M., Vu, V., & Warschauer, M. Editor, Tutor, or Thinking Partner: How Students Position AI in the Writing Classroom.
Recent Talks
Symposium presentation on how students position generative AI within writing processes and what those role designations reveal about agency, collaboration, and instructional design.
Invited presentation on student identity formation, moral reasoning, and social norms surrounding AI use in learning contexts.
Presentation on the forms of digital and AI literacy educators need in order to support thoughtful, equitable AI integration in school settings.
Teaching
Graduate Teaching Assistant at UC San Diego for courses including Adolescent Development and Education, Language, Culture, and Education, Social Organization and Education, and Urban Education.
Former secondary English teacher in Virginia and Maryland, with experience in curriculum design, standards-based grading, and data-informed instruction across middle and high school settings.