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英文摘要
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While employing feminist poststructuralist theoretical framework, this study focuses on twenty-four fifth-grade students from an elementary school in Wulai District, Taipei County, to illustrate how pupils' computer learning and homepage design skills can be intimately interconnected with the school's regulations and gendered self-perception of the students.
This study shows that the pupils' experiences in homepage design, and learning to use the Internet, can be influenced and limited by some of the following factors: school culture, classroom atmosphere, teacher-student rapport, forming of peer groups, gender bias, and the commercial culture spread through accessible software.
Second, we show that in learning how to design a homepage the pupils rely on their gender-related experiences and knowledge, and that they generally adopt specific gendered approaches.
Third, we demonstrate that the ”weaving-like” character of the Internet encourages female pupils to employ hyperlinks in creating their own hypertexts.
Fourth, this study argues that if computer courses must utilize gender-and ethnicity-insensitive curriculum, not even the indigenous students' learning to work with modern technology can contribute to eliminating gender stereotypes and narrowing of digital gaps.
Finally, we show that the process of pupils' learning and homepage design is influenced by an interrelated array of social forces, such as gender, class, and ethnicity.
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