數位落差與數位機會對幼兒資訊教學活動的影響 The Impact of the Digital Divide and Digital Opportunity on the Integration of Information Technology into Instructional Activities for Young Children

Abstract

幼兒教育（下稱幼教）場域的資訊教學活動，不只受到社會結構性限制與數位落差的影響，亦連結數位機會的提供對行動主體的資訊科技近用與使用作為之賦權。研究者藉由觀察與訪談蒐集幼兒、幼教人員和家長對此議題所呈現的資料，描繪數位落差與數位機會對幼兒資訊教學活動的形塑和影響。研究結果指出，幼兒再現家長社經背景與社會群體身分的差異，在近用、使用和參與資訊科技輔助學習表現顯現數位學習落差；但透過幼教人員與幼兒園提供數位學習機會，可協助弱勢群體幼兒有更多機會近用資訊科技，並應用資訊科技轉化其學習參與和成就表現。最後，研究者針對研究結果進行討論並提出建議，以為相關單位從事幼教資訊專業發展革新與行動實踐作為之參照。 The integration of information technology into instructional activities in early childhood education is not only affected by social-structural limitations and the digital divide, but also related to the provision of digital opportunities, and the empowerment of agents to access and use information. Based on data collected through interviews with parents and educators, and observation of situations in which information technology is integrated into instruction, the researcher describes how the application of information technology in young children’s pedagogy is influenced and shaped by the digital divide and digital opportunity. According to the results, differences in parents’ socio-economic backgrounds and membership of social groups are reproduced through the digital divide in children’s access to, use of, and engagement with information technology. However, if young children from minority or disadvantaged groups are able to access information technology, through the provision of equal digital opportunities in kindergartens, their engagement and performance in learning can be improved. Finally, the researcher discusses the findings and offers recommendations, as a reference for early childhood educators engaged in the use of technology to develop innovations in educational praxis.

Keywords

• 幼兒
• 資訊教學活動
• 數位落差
• 數位機會
• young children
• integration of information technology into instruction
• digital divide
• digital opportunity