The last two decades has seen a growing dedication to the digitalization of education, with numerous reports and classroom innovations arising and traveling across national lines. Much contemporary research on digitalization, however, identifies the same kind of problems that were raised twenty years ago: the careless migration to new technology without sufficient consideration of the contextual needs, a technification that prevents stakeholders other than technicians from accessing machinic mechanisms, and "restrictive institutional practices and short-sighted policy planning" as the outcome of politics among different interest groups and new information infrastructures. The dominant explanations for the persistence of such problems have been pedagogical, technological, and economic, rather than ontological. This dissertation questions and explores the ontological impacts of digitalization. It mobilizes Michel Foucault's genealogy of the subject and Sylvia Wynter's analytics of Man to understand how the philosophical bearings of the humanist subject, "Man," and Newtonian, container-like theories of space operate as cornerstones of "modern" education that digitalization now challenges. The analysis further identifies how particular philosophical assumptions and concomitant digitalization processes made possible an educational subfield called STEM education. U.S.-based STEM education, as one of the outgrowths of digitalization, did not necessarily remain within the geopolitical territory that produced it. The dissertation thus examines the case of a high-profile STEM-oriented school in China, tracing traveling discourses that have moved between the U.S. and China, illustrating how the making of the subject occurs through an "othering" perception. Last, the analysis recognizes the more recent moves from digitalization to post-digitalization, demonstrating new possibilities of subjectivation by mobilizing Deleuze's theory of "subject-space." The implications for the discipline and practice of education are considered, including the specific fields of curriculum studies and educational technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]