This article addresses how we learn technology across the lifespan. After outlining findings of research into how children, adolescents, teens and adults learn technology, we address theoretical shifts from sociocultural to technocultural theories of cognition and reorientations from mediated to cyborgenic learning. The balance of the article describes effective methods for researching cognition and technology. In the process of outlining key findings from research, we emphasize the links among methods and theories employed, data produced and conclusions drawn. Our goal is to sketch a lifelong learning context for undertaking studies of cognition and technology, and to provide a methodological and theoretical analysis for researchers venturing into this dynamic and volatile field. In summary, we provide a far-ranging agenda for researching cognition and technology.