For over a decade, Stephen and an amazing team of colleagues & graduate researchers have been focusing onhow we learn media & technology across the lifespan. HWL focuses especially onhow children, youth, and adults innovate in classrooms, labs, workshops, makerspaces, virtual spaces, home spaces, and workplaces. As a team of environmental activists, we also research learning by ecodesign and natural spaces.
Stephen has recently published in the Journal of Military History, European Journal of STEM Education, Hacking Education in a Digital Age, Critique in Design and Technology Education, and British Journal of Educational Technology. Forthcoming publications will appear in An International Perspective on Pedagogy for Technology Education in Secondary Schools and Vitae Scholasticae: The Journal of Educational Biography.
At this time (February 2020), he is focusing on philosophy of media & technology for children & youth. Stephen’s expertise includes the philosophy of research, as opposed to methodology.
Awarded $2.43m in competitive research grants and contracts to date, three current grants are indicative of funding awards, most of which support graduate research assistants and underwrite infrastructure: (SSHRC IG, “HWL” @ $371,406; SSHRC IDG, “Critique of M&T” @ $40,033; Mitacs, “Case Study Scenarios and Videos for Intercultural Competence Acquisition” @ $165,000). Stephen is a member of the Cool Tools cluster for climate change education ($1m+).
He has authored or co-authored 130+ publications, including 45 Refereed Articles, 16 Refereed Proceedings, 32 Scholarly Responses and Non-Refereed Publications, 2 Books, and 30 Book Chapters, in addition to dozens of technical reports.
Stephen has supervised 140 graduate students, including 13 Ph.D. students, to completion and is current Supervisor of 6 doctoral and masters students. He has also served as Supervisor of 8 Postdoctoral students and mentor to a range of faculty members. Students within and graduating from the Media & Technology Studies program excel in scholarly productivity and career transitions.
MacDowell, P. & Petrina, S. (2020). Philosophy of technology for children and youth II. In STEM 2020 proceedings (pp. xx-xx). Vancouver, BC.
Petrina, S. (forthcoming, 2020). Philosophy of technology for children and youth. In D. Barlex & P. J. Williams (Eds.), An international perspective on pedagogy for technology education in secondary schools (pp. 1-11). Dordrecht, NL: Springer.
Petrina, S., Alam, M., & Feng, F. (2020). Slow online & ubiquitous learning (SOUL): Analysis and Regulation of Instructional Time. In STEM 2020 Proceedings (pp. xx-xx). Vancouver, BC.
Petrina, S. (2019). “The best known couple” in educational psychology: Luella W. Cole, Sidney L. Pressey, and the limits of auto/biography, 1918-1933. Vitae Scholasticae: The Journal of Educational Biography. 30 pp.
Petrina, S. (2019). “Scientific Ammunition to Fire at Congress:” Intelligence, reparations and the US Army Air Forces, 1944-1947. Journal of Military History, 83(3), 795-829.
Petrina, S. (2019). Review of Our Germans: Project Paperclip and the National Security State. Journal of Military History, 83(3), 951-952.
Ralph, R. & Petrina, S. (2018). Social learning with mobile devices in preschool classrooms. European Journal of STEM Education, 3(2b), 1-15.
Lee, Y.-L. & Petrina, S. (2018). Hacking minds: Curriculum mentis, noosphere, internet, matrix, web. In N. Ng-A-Fook, S. Pratt, B. Smith, & L. Radford (Eds.), Hacking education in a digital age: Teacher education, curriculum, and literacies (pp. 15-36). Charlotte, NC: Information Age Publishing Inc.
Petrina, S. (2017). Critique of technology. In P. J. Williams & K. Stables (Eds.), Critique in design and technology education (pp. 31-49). Dordrecht, NL: Springer.
Petrina, S. (2017). From crit to social critique. In M. J. de Vries (Ed.), International handbook of technology education (pp. 39-50). Dordrecht, NL: Springer.
Wang, Y., Petrina, S. & Feng, F. (2017). Designing VILLAGE (Virtual Immersive Language Learning Environment): Immersion and presence. British Journal of Educational Technology, 48(2), 431-450.
Petrina, S., Mathison, S. & Ross, E. W. (2015). Threat convergence: The new academic work, bullying, mobbing and freedom. Workplace, 24, 58-69.
Petrina, S. & Ross, E. W. (2014). Critical university studies: Workplace, milestones, crossroads, respect, truth. Workplace, 23, 62-71.
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.