Stephen specializes in Media and Technology Studies (MTS), Science and Technology Studies (STS), Science, Technology, Engineering, and Mathematics education (STEM), and of course Curriculum Studies (esp. Metaphysics of Curriculum, and the Sociology of Curriculum and Pedagogy). He is a cultural historian with a current projects on Meducation and Twentieth Century Learning in addition to long-termhistories of technotheology and culture, media and technology. Stephen’s expertise necessarily includes the philosophy of technology and the philosophy of research, as opposed to methodology.
As a critical educator and with extensive expertise in critical university studies, Stephen is actively researching academic freedom. He is co-founder and co-Director, with Sandra Mathison and E. Wayne Ross, of the Institute for Critical Education Studies and co-Edits the Institute’s flagship journals Critical Education andWorkplace: A Journal for Academic Labor, one of the premiere journals in critical university studies. With Sandra and Wayne, he is an academic and citizen journalist posting and reporting at the ICES and Workplace blogs, tweet streams, and timelines, and other media outlets. As media and technology specialist, he practices and teaches the democratic value of descriptive and evaluative opinion.
In addition to the history and philosophy of media and technology and the metaphysics of research, he is exploring the interconnections between digital media and learning within a how we learn media & technology (across the lifespan) framework. The emphasis is on design and engineering cognition.
In 2015, Stephen completed a history of the critique of media and technology. This chapter is forthcoming in Critique in Design and Technology Education. In 2014, he introduced an entirely new paradigm for new media and technologies in “Postliterate Machineries.” This chapter basically spells the end of new literacies.
Stephen has also published a popular textbook titled Advanced Teaching Methods for the Technology Classroom (2007) and a collection of essays on the critical theory of design and technology education. Recent articles appear in the History of Education Quarterly (e.g., “Preschools for Science,” award winning article with Penney Clark and Mona Gleason), History of Psychology, Technology and Culture and the International Journal of Technology and Design Education.
Stephen has authored or co-authored 111 publications, including 40 Refereed Articles, 14 Refereed Proceedings, 31 Scholarly Responses and Non-Refereed Publications, 6 Books, and 27 Book Chapters, in addition to dozens of technical reports. He has been awarded $1.5m in competitive research and infrastructure funds, some of which underwrote the design of 3 labs. He has supervised 108 graduate students, including 9 Ph.D. students, to completion and is current Supervisor of 8 graduate students.
NOTE: Links to articles and chapters are for UBC course packets.
Petrina, S. (2015). Critique of technology. In P. J. Williams & K. Stables (Ed.), Critique in design and technology education (pp. 1-25). Dordrecht, The Netherlands: Springer.
Petrina, S. (2015). “Scientific Ammunition to Fire at Congress:” Intelligence, reparations and the US Army Air Forces, 1944-1947.Vulcan:International Journal of theSocial History of Military Technology, 3.
Wang, Y., Petrina, S. & Feng, F. (in press). Designing VILLAGE (Virtual Immersive Language Learning Environment): Immersion and presence. British Journal of Educational Technology.
Petrina, S. (2014). Postliterate machineries. In J. Dakers (Ed.), New frontiers in technological literacy: Breaking with the past (pp. 29-43). New York: Palgrave Macmillan.
Petrina, S. (2010). Design and engineering cognition. In P. A. Reed & J. LaPorte (Eds.), Research in technology education. Reston, VA: Council on Technology Teacher Education.
Petrina, S. & Rusnak, P. (2010). Technology. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 876-878). Thousand Oaks, CA: Sage.
Park, H., Khan, S. & Petrina, S. (2009). ICT in science education: A quasi-experimental study of achievement, attitudes toward science, and career aspirations of Korean middle school students. International Journal of Science Education, 31(8), 993-1012.
Petrina, S. & Wang, Y. (under review, 2014). Media, Technology & Design-Based Research: Designerly ways, means, and ends for maker culture. Special issue of International Journal of Technology and Design Education.
Media, Technology, and Design-Based Research: Designerly Ways, Means, and Ends for Maker Culture (Stephen Petrina & Yifei Wang)
Designing Immersive Language Learning Environments in Virtual Worlds (Yifei Wang, Stephen Petrina & Franc Feng)
Girls Designing Games, Media, Robots, Selves and Culture (PJ Rusnak & Stephen Petrina)
Designing Educational Games for Modeling Adaptive Emotional Agents: Heroes of Math Island (Mirela Gutica & Stephen Petrina)
Designing Chatbots for Learning (Yifei Wang & Stephen Petrina)
Emotional Design: Perspectives of Designers (Mirela Gutica & Stephen Petrina)
Arts & Crafts-Based Research: Maker Methodology I (Stephen Petrina +)
Design-Based Research: Maker Methodology II (Stephen Petrina +)
Design•Make•Play: Evocative and Disclosive Power (PJ Rusnak, Stephen Petrina, Franc Feng & Yifei Wang)
Teen Designs on Gaming in the Classroom (Peter Halim & Stephen Petrina)
Learning by Design: Youth Building and Programming Robots (Fareed Teja & Stephen Petrina)
Concerns for the Good Life: Designing Practices and Things (Yu-Ling Lee & Stephen Petrina)
Demystifying Black Boxes: Design, Power and Technological Concern (Stephen Petrina & Richard Helem)
Still Life with Spoon: Dimensioning and Disclosing Technology (Franc Feng & Stephen Petrina)
Design & Engineering Cognition, Ethical Know-How and Law: Video Design-Based Research and Cyberbullying (Stephen Petrina, Franc Feng & Yifei Wang)