F1TG 4100 - Fundamentals of Technology and its Societal Impact in the Digital Era

This course provides an overview of the sociological study of technology. Its primary goal is to help you to think systematically about the relationship between social processes and technical processes, and to introduce you to some important traditions of thought in the social sciences that concern themselves with this problem. Technology is a vast subject. However, many critical technological fields share some common infrastructure (common operating procedures, standard definitions, optimal techniques, shared systems), and it is this global technical core that will be the focus of our time together. Understanding how social scientists analyze the historical development of these systems will help you develop a general perspective that you can use to analyze the technological domains that interest you.

Learning Outcomes
1. Critical thinking and analysis
2. Active participation and listening in group discussions
3. Grasp of theoretical frameworks in the sociology of technology
4. Ability to apply theoretical frameworks to new domains/problems

Professional Skills
1. Writing and argumentation
2. Analytic reading
3. Summarizing complex arguments
4. Technical curiosity

Alexander KINDEL

Séminaire

English

- Attendance: 2 hours a week / 24 hours a semester
- Online learning activities: 2 hours a week / 24 hours a semester
- Reading and Preparation for Class: 3 hours a week / 36 hours a semester
- Research and Writing for Individual Assessments: 3 hours a week / 36 hours a semester

None.

Autumn 2025-2026

1. Final paper, max 10pg. Students will select an approach discussed during the semester that they find compelling and use it to analyze a technological domain that interests them. 50% of final grade. Optionally, students will have an opportunity to submit first drafts of the final paper by week 8 to receive preliminary feedback on their ideas.
2. Weekly reading responses, max 1pg. Students will respond thoughtfully to one or both of the readings. A strong response will engage with a point in the reading that is challenging or unexpected. To be submitted online to the course forum. 30% of final grade.
3. Discussion leadership. Students will sign up to lead the discussion for one week of the course. There will be multiple discussion leaders per week. Discussion leaders will prepare a small set of questions relating to the readings that we will use to organize the discussion. 10% of final grade.
4. Course participation. Students are expected to attend weekly and participate actively. 10% of final grade.

This is a seminar course. Each week, we will complete a set of readings, share our reactions to the readings with one-another in advance of meeting. In class, I will synthesize your and provide feedback on shared problems/questions, and then we will engage in sustained discussion about the readings based on the discussion leaders' questions. Students are expected to engage with their peers' ideas, questions, and perspectives during discussion.