資訊社會的幼兒資訊學習圖像：教育社會學之探究

The Configuration of Information Technology Integrated into Learning Activities for Young Children in Information Society: The Exploration of Sociology of Education

10.7074/YDAJB.201206.0087

陳儒晰(Ru-Si Chen)

資訊社會 ； 幼兒 ； 資訊學習 ； 教育社會學 ； Information society ； Young children ； Information technology integrated into learning ； Sociology of education

育達科大學報

31期（2012 / 06 / 01）

87 - 111

繁體中文

本研究結合教育社會學對資訊科技與資訊社會的分析架構，運用觀察與訪談法來思考及描繪當代社會的幼兒資訊學習圖像。研究結果顯示資訊科技的工具價值之創新與擴散現象，提供與啟蒙幼兒多元學習機會，協助其在資訊學習活動的認知、情意與技能之優質表現；但此學習成效會受到傳統教育不平等連結數位落差的影響，再製其在族群、階級與性別等社會結構分類的學習框限。最後，研究者提出幼兒在資訊學習活動的主體性與社群連結之重要性，關注正向同儕互動與互助合作的集體意識之發展價值；並提供若干思考方向，以為幼教人員或相關單位建構與實踐幼兒資訊學習活動的轉化參照。

This study focused on the analyzing framework of sociology of education about information technology and information society. With the collecting methods from observations and interviews, this study mapped the figures of information technology integrated into learning activities for young children in information society. The results indicated the innovations and diffusions of information technology could provide young children more learning opportunities, and help them to develop better performances on the dimensions of cognition, affection, and skill in learning activities. But learning effectiveness for young children was influenced by traditional educational inequality and digital divide, and articulated with the factors of race, class, and gender to limit their academic success. Finally, the researcher focused on the importance of young children's subjectivity and community connection, helping them to develop the better consciousness between their peer interaction and cooperation. The researcher also suggested early childhood educators with some considerations about the references and transformations of constitution and praxis in information technology integrated into learning activities for young children.

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