This chapter begins with a scenario contrasting two seemingly different images of child and media from before and after the "digital revolution." The author argues that there is much greater continuity in how this relationship has been conceptualized over the period than is commonly imagined. While not offering a comprehensive study of recent research in this field, he presents an overview of thematic arguments designed to question how education research in this area intersects with changes in policy and public debate. This analysis is broadly constructed out of cultural studies paradigms and aims to focus attention on attempting to understand why certain kinds of analysis and research have been popular over the past 20 years, and how such interest affects broad attitudes toward learning, education, schools, and culture beyond the narrower interest of professional education researchers. This chapter is organized into four sections. First is a discussion of some of the broad research paradigms and key concepts underpinning research on young people, technology, and media cultures. The second and third sections focus more specifically on two key areas of what is an expanding field: video games and media production. The fourth section discusses the current interest in young people as producers, authors, and makers of media. This work exemplifies a shift from work on youth as passive consumers to media-producing agents. Both of these areas, the author argues, are central to debates about how to remake elements of schooling, curriculum, and pedagogy. (Contains 6 notes.)