Cultural Studies of Technology for Education

Week 1 [Sept 6] Course Introduction

  • Syllabus Tour: Shifting Grounds > Technology, Society, Literacy, Pedagogy
  • Critical Issues and Emerging Questions/Controversies Today?
  • DAAGU: Complexity Pedagogy and e-Learning (BLENDED COURSE).

Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.

  • Create Website Account: (I will need to activate your account).
  • Production 1. Power-Up. website

Send Email Out Introducing Class to / First DAAGU

Week 2 [Sept 13] The Medium is the Message:  The Foundations of Literacy and Technology

Texts and Technology Over Time: “The transitions from oral to literate culture, from manuscript to print culture, and, currently, from print and oral to digital exchange have destabilized and altered relations of power, authority, and control.” – Luke, A.

  • Meta Texts: As you read, create a concept mind-map/annotation system: Identify new terms, collect key quotes and diagram ideas/take-away points (along with your own critical reflections and personal connections). Identify tensions or resonances between texts, and your questions/observations that emerge.


  1. Goody, Jack and Watt, Ian (1968). The consequences of literacy. In Jack Goody (Ed.), Literacy in Traditional Societies. Cambridge: Cambridge University Press. Optional FYI Site for Vocab/Images of Graphics/Writing Forms
  2. Luke, A. (2018). Digital Ethics Now. Language and Literacy, 20(3).*

In Class Project: The Medium is The Message: Technology, Literacy & Learning Over Time

Production 2: Digital Ethics (responding to/extending Luke’s essay)

Week 3 [Sept 20] Literacy ‘Paradigms’: From Modern to Postmodern Literacies & ‘Designing Social Futures’

This week, we read the work of foundational (and still leading) scholars on literacy, culture, technology and learning.

  1. de Castell, S., & Luke, A. (1986). Defining literacy in North American schools: Social and historical conditions and consequences. In S.C. de Castell, A. Luke, & K. Egan (Eds.), Literacy, society and schooling (pp. 87-109). Cambridge, UK: Cambridge University Press.*
  2. New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures, Harvard Educational Review, 66(1). Authors: Courtney Cazden (USA), Bill Cope (Australia), Norman Fairclough (UK), James Gee (United States), Mary Kalantzis (Australia), Gunther Kress (UK), Allan Luke (Australia/Canada), Carmen Luke (Australia), Sarah Michaels (US), Martin Nakata (Australia).*

Watch (Short Video): New Literacies: Sociocultural Learning Theory

Production: DAAGU

Week 4 [Sept 27] Putting Multimodality to ‘Work’/’Serious Play’ for (L2) Learning [Blended Learning / DAAGU Day] No Class Meeting


1. Lotherington, H. & Jenson, J. (2011). Teaching multimodal & digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246.*

DAAGU: What is Digital Storytelling? Narrativity & Multimodal Graphic Texts/’Novels’ Outside of the (Genre) Box. Using the affordances of comiclife for dynamic multimodal storytelling and research/knowledge representation. 

Production 3: Serious Comics’ & (Dual Language/ELL) Graphic Texts/Narratives

ComicLife: Free Download 

Week 5 [Oct 3]  [Blended Learning / DAAGU Day] Pedagogies of Production / No Class Meeting
Instructor will be presenting @ game conference on production pedagogies @ the EGBL 2018: European Conference on Game-Based Learning. No class meeting: use DAGGA to respond to and develop ideas, applications, and emergent connections from the texts/videos).


  1. Thumlert, K., de Castell, S., & Jenson, J. (2015). Short cuts and extended techniques: Rethinking relations between technology and educational theory. Educational Philosophy and Theory & In Press (Chapter): Routledge.
  2. Smythe, S., Toohey, K. & Dagenais. (2014). Video making, production pedagogies & educational policy. Educational Policy, Vol (Sept. 2014), 1–3.

WATCH: Production Pedagogies (Model)

DAAGU Themes: Production Pedagogies, DIY Cultural Production, Learning Through Making.

– Continue Working On Graphic Text
– Meet With Project Group (Virtually or In Person)

Reading Week [Oct 8-12] Thanksgiving Break / Reading Week [No Class Meeting]

  • Graphic Narrative Due before October 18th.
  • Sketch for Final Project Due Friday of Reading Week

Week 6  [Oct 18 ]  Decolonizing Maps, ‘City Texts’ & the Curriculum
M-Learning & Re/Map Technologies for Culturally Responsive Pedagogies

1. Smith, B. (2014). Engaging Geography at Every Street Corner Using Place Names as Critical Heuristic in Social Studies. The Social Studies, 109 (2) 112–124.
2. Smith, B. (2014). Mobile(izing) Educational Research: HIstorical Literacy, M-Learning and Technopolitics. McGill Journal of Education, Vol 49., No 3 (Fall 2014).

 Take a glance: Toronto Poetry Map

Re-Map Tool  Possible Resource for Your Project (Documenting Place/Names and Re/Coding)

Production / Re-Map: (DUE November 8)

Week 7 [Oct 25] Digital Games, Culture, Learning: Learning and ‘Doing Things’ with Digital Games

  1. Nolan, J., & McBride, M. (2014). Beyond gamification: Reconceptualizing game-based learning in early childhood environments. Information, Communication & Society.
  2. Gee, J.P. (2007). Are Video Games Good for Learning? In Worlds in Play: International Perspectives on Digital Game Research. New York (Short) / 
  3. Dede, C. (2014). The Role of Digital Technologies in Deeper Learning. Harvard Education: White Paper. Critically Skim Intro for Main Ideas/Context and then closely Read Section on Simulations/MUVEs (pp. 12-19). Short.
  4. Watch: James Paul Gee’s Learning Principles

Making Games: Simulations and Modelling

Production: Continue Re/Map Project

EDUC 5855 Games 1 F-2018

Week 8  [Nov 1] Critique, Design Play: Learning through Game Design and Critical Game Design

1. Bogost, I. (2011). How to Do Things with Videogames. Minneapolis: University of Minnesota Press. READ: Introduction, 1. Art., 2., Empathy (pp. 1-23). Feel free to peruse additional chapters (short) for DAAGU discussion.

2. Flanagan, M. & Nissenbaum (2007). A Game Design Methodology to Incorporate Social Activist Themes CHI 2007 Proceedings. (Link to Critical Game Design / Further Reading) (Resource: Updated Book for Your Digital Library) Flanagan, M. (2009). Critical Play: Radical Game Design.

Game Design / Twine Workshop (In Class)

Production 7: Twine Works (Simulations and/or Narrative Games)

Week 9  [Nov 8] Play: Technology, Diversity, Disability & Participation: RE/LAB Visit

Class will Take Place at Re/Lab, Q&A with Jason Nolan (director)
(Downtown Toronto) Suite # N103, 483 Bay Street, Toronto, Ontario, Canada M5G 2E1)

1. Thumlert, K. & Nolan, J. (2019). Angry Noise: Recomposing Music Pedagogies in Indisciplinary Modes In The International Handbook of Cultural Studies and Education Reader, Trifonas, P. (Ed.). New York & Berlin: Springer. In Press.

2. Watch Video: Eno Peel Lecture

Production 8:

Week 10 [Nov 15] Digital Storytelling and Creative Cultural Production in Refugee Camps

[Zooming in Classmates from DADAAB in Kenya]

1. Sawhney, N. (2009). Voices Beyond Walls: The Role of Digital Storytelling for Empowering Marginalized Youth in Refugee Camps  IDC 2009, June 3–5, 2009, Como, Italy.
2. Negin Dahya (2017). Digital media and forced migration: Critical Media for and about Refugees (Short)
3. Video/Film Web Portal: Dadaab Stories and Voices Beyond Wall

Production 9:

Week 11 [Nov 22] Final Project Work [No Class Meeting]

  • Work on Final Project
  • Use this week to re/connect with the readings (or other texts and ideas) to “connect the dots” between course theories and theme and your final project. Prepare for Project Presentation [Nov 29]: Why did you do it? Why did it matter? What did you learn (technically & conceptually) through the research, making, and design process? How did this production project connect to course themes and texts? Impacts and Motion Towards (Future Applications)?

Week 12 [Nov 29] Student Presentations / Adventure Project (work-in-progress & class feedback)

  • Student Presentations: w/ feedback from class for final modifications/improvements.
  • See expectations noted in text above in Week 22. What did you make? Why did you do it/make it? Why does it matter to you? What did you learn (technically & conceptually) through the research, making, and design process? How did this production project connect to course themes and texts? Impacts and Motion Towards (Future Applications)?

Final Project Due on/by December 7th.









Daguu game