從性別角度探討社會弱勢者的電腦學習：以台北市職訓中心第九期「電腦基礎班」為例

Appling Gender Lens to Computer Learning of the Socially Disadvantaged: A Case Study of the “Basic Computer” Course in Taipei Vocational Training Center

10.6255/JWGS.2004.17.201

林宇玲(Yuling Lin)

性別與電腦 ； 後結構女性主義 ； 社會弱勢者 ； 電腦實踐 ； 行動者網絡理論（簡稱ANT） ； gender and computer ； poststructuralist feminism ； the socially disadvantaged computer practices ； actor-network theory(ANT)

女學學誌：婦女與性別研究

17期（2004 / 06 / 01）

201 - 241

繁體中文

為瞭解社會弱勢者與電腦之間的複雜、建構關係，本研究採用後結構女性主義理論觀點，以及行動者網絡理論（簡稱ANT）的分析策略，深入調查台北市職訓中心第九期「電腦基礎理」學員（包括被資遣失業員工、負擔家計婦女、中高齡與身心障礙者）的電腦學習與實踐。本研究有四項發現：（一）執政者的電腦職訓計畫並不符合社會弱勢者的實際需求。（二）制式化的電腦科技、教學環境、以及教學設計並不合適所有的弱勢學員。（三）缺乏性別考量的電腦訓練，難以消除性別的數位落差。（四）性別交錯著其他社會力（如：年齡、經濟能力、身心狀況）共同影響弱勢者的電腦學習，導致不同學員在電腦表現上有明顯的差異。

In order to understand the complex and constructive relationship between the socially disadvantaged and computer, this study uses the theoretical perspective of poststructuralist feminism and Actor-Network Theory to investigate how students from various social backgrounds in the “Basic Computer” course learn and practice computer. This study as four important findings: 1) Computer training programs provided by the government do not fit into the needs of the socially disadvantaged, 2) Institutionalized computer technologies, learning context and pedagogy are not suitable for every disadvantaged student, 3) Gender-blind computer training programs cannot effectively close the gender digital divide, 4) Gender intersecting with other social forces such as age, economic condition and disability interactively influence students’ learning and performance of computer technologies.

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