我國資訊教育政策形成與實踐之批判論述分析

A Critical Discourse Analysis on the Formation and Practice of Information Education Policy in Taiwan

本研究旨在瞭解我國資訊教育政策形成與實踐之情形，及政策背後隱含之意識型態、權力互動關係。本研究以我國教育部電算中心主任為訪談對象，採用焦點訪談法及批判論述分析法進行研究，同時以ATLAS.ti軟體進行質性分析，獲知資訊教育政策有以下情形：1.領航人具有高素質的專業經驗；政策能夠具有連貫、漸進性與微調模式，但背後缺乏庶民的聲音；2.形成的步驟和實踐均透過行政程序實施，產生基層人員抗拒等困境，顯示出政策形成與實踐仍存有官僚體系之意識型態，及缺乏人性需求面的考量。另外雖有評鑑，但缺乏回饋機制，無法發揮評鑑回饋的功能；3.造成人力失衡及網路霸凌等後遺症，其背後隱藏資訊科技與人文相互衝突，且產生數位落差的現象。

This research aimed to understand the information education policy and its underlying ideology and power interaction in Taiwan. In this research， the chief of Computer Center of the Ministry of Education was invited as an interviewee. While conducted by method of focus interview and critical analysis， this study was analyzed with ATLAS.ti and brought the following conclusions: (1) The leaders of information education policy formation and practice are of professional expertise， and the policies are consistent， gradual， and fine-tuning. But behind this there may be lacking of the voice of common people for convenience. (2) Though the steps of information education policy formation follow the administrative procedures， the basic personnel resistance reflects the colors of bureaucratic ideology and lacking of humanistic considerations. Except for evaluation works， marketing strategy and evaluation feedback mechanism are needed. (3) Information education policy produces side effects of human resources supply and demand imbalance and internet bullying. The hidden conflict between information technology and humanity may emerge and thus cause digital difference.