批判的電腦識讀與學童的網路實踐--以臺北縣某偏遠國小的暑假電腦營為例

Critical Computer Literacy and Schoolchildren's Web-based Practices: A Case Study of Children's Summer Computer Camp in a Rural Area

本研究採用批判教育學的觀點，發展一電腦識讀教學課程，並以暑期電腦營的形式，在偏遠國小實施。結果發現電腦識讀是一種社會實踐，能協助師生以網頁技術去連結、說出及轉換其生活世界和外在世界。此外，本研究亦發現學童有能力進行批判思考和文化創造，不但能辨識大眾文本的意識型態效果，也能利用網頁形式改寫大眾文本和介紹在地文化。文末研究者提出兩項建議，其一，學童的識讀能力會受到學習環境的影響，因此在實施電腦識讀時，宜考量學生的程度並選擇適合他們的軟／硬體。其二，認為「批判」導向的電腦識讀教學可以培養學童五種識讀能力，包括：（一）發展多元的電腦技巧；（二）發覺自己的聲音；（三）辨明文本的意識型態效果；（四）肯定個人和族群的認同；（五）轉換社會行動。

Based on critical pedagogy， this study designs a computer literacy course for a summer camp. Also， it examines how children in a rural area， especially indigenous children， learn to create personal webpage when they attended the summer camp. This study finds that computer literacy is a set of social practices. Most children from indigenous and low-income families use web homepages to link up with and speak to the outside world， and to transform their social status. This work acknowledges that children can become critically and culturally competent actors by exploring their social situations through critical literacy. They are able to examine ideological effects of mass texts， rewrite those texts and introduce the local culture in the form of web pages. This study suggests that the design of computer literacy is supposed to concern students' condition and to choose the user-friendly software to children due to the ability of literacy influenced by learning situation. Also， it suggests that a course of critical computer literacy can help children develop five literacy competences and practices: (1) adopting multiple digital skills and techniques; (2) finding an individual voice; (3) examining ideological effects of cultural texts; (4) affirming one's self and ethnic identity; (5) transforming social skills and social actions.