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EDCP faculty

Stephen Petrina

Professor

Room: Scarfe 2227
Phone: 604-822-5325
Email: stephen.petrina@ubc.ca

Research Interests

Science & Technology Studies, Critical Pedagogy, New Media, Media Studies, Literacies, Learning Sciences & Technologies, Educational Technology, Design & Technology, Curriculum Studies, Cultural Studies, Cultural History,

Biography

Stephen Petrina is Professor (Technology Studies) in the Department of Curriculum and Pedagogy. Currently he is exploring the interconnections between digital media and learning within a how we learn (media & technology) across the lifespan framework. Other projects include books titled Technology, Religion, Spirituality and the Sacred, The Critical Ontology of Technology, and Education, Medicine, and the Psy-ences, 1890s-1930s. This third book includes a major article titled “Medical Liberty” published in the December 2008 issue of the Journal of Medical Humanities. Dr. Petrina has also published a 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, History of Psychology, Technology and Culture and the International Journal of Technology and Design Education.

Selected Publications

Past 3 Years, Selected (Download Brief CV)

Petrina, S. (2008). Medical liberty: Drugless healers confront allopathic doctors, 1910-1931. Journal of Medical Humanities. 29(4), 205-230.

Petrina, S., Feng, F. & Kim, J. (2008). Researching cognition and technology: How we learn across the lifespan. International Journal of Technology and Design Education. 18(4), 375-396.

Guo, R. X., Dobson, T. & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235-254.

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.

Nashon, S., Nielson, W. & Petrina, S. (2008). Whatever happened to STS? Preservice physics teachers and the history of quantum mechanics. Science & Education, 17, 387-401.

Petrina, S., Bartosh, O., Guo, R. & Stanley-Wilson, L. (2008). ICT literacies and policies in teacher education: A survey of preservice teachers at the University of British Columbia, 2001-2004. In T. Di Petta (Ed.), The Emperor’s new computer (pp. 89-109). Amsterdam: Sense.

Petrina, S. & Weir, L. (2008). Commercializing academic freedom: R&D, technology transfer, patents, and copyrights. In S. Krishna (Ed.), Technology transfer: Intellectual property rights (pp. 76-88). Hyderabad, India: Amicus Books, ICFAI University Press. (Reprint of article).

Petrina, S. (2007). Advanced teaching methods for the technology classroom. Hershey: Information Sciences, International.

James, K. & Petrina, S. (2007). After-lifelong learning: A eulogium. Taboo, 10(2), 5-23.

Petrina, S. & Guo, R. (2007). Developing a large-scale assessment of technological literacy. In M. Hoepfl & M. Lindstrom (Eds.), Assessment of technology education (pp. 157-180). New York: Glencoe-McGraw Hill.

Brennan, K., Feng, F., Hall, L. & Petrina, S. (2007). On the complexity of technology and the technology of complexity. In. B. Davis (Ed.), Proceedings of the Fourth Complexity Science and Educational Research conference, 47-73.

Petrina, S. (2007). 2020 vision: On the politics of technology. In D. Barlex (Ed.), Design & technology– For the next generation (pp. 32-41). London: Nuffield Foundation.

Petrina, S. (2006). C&I high. Journal of Curriculum and Pedagogy, 3(2), 125-147.

Petrina, S. (2006). The medicalization of education: A historiographic synthesis. History of Education Quarterly, 46(1), 503-532.

Petrina, S., Kaminski, J. & Feng, F. (2006). Artificial educational insights and virtual dystopia— The machine in classroom seven, ca. 2020. Educational Insights, 10(2), 1-5.