合產共創在教育上的運用與挑戰：以科技融入原教中心運作為例

Strategies and Challenges of Co-production and Co-creation in Education: The Case of Integrating Technology Into the Indigenous Education Resource Center Operation

本文探討合產（co-production）與共創（co-creation）在教育領域公共服務中的應用，以科技融入原住民族教育資源中心運作為例，說明策略與挑戰。本文處理如何在公共服務和教育領域中有效地應用合產和共創的概念，因涉及到多方利益相關者的協作，採Osborne等人提出的架構，涵蓋共同設計、共同決策、共同體驗、共同建構和共同創新等過程。本文建議原教中心可運用共同設計教材、共同決策課程內容、共同體驗教學過程、共同建構教師社群及共同創新教學工具等方式，進行科技融入運作。但需要關注文化面向對於科技誤用、文化誤解的問題，需確保民族教育師資的完善培育，並結合資源整合與長期規劃，才能達到全民原教的效果。最後，本文提出相關建議，以供縣市政府及規劃原住民族教育相關政策之參考。

This paper discusses the application of co-production and co-creation in public services within the field of education, using the integration of technology into the operation of the Indigenous Education Resource Center as an example to illustrate strategies and challenges. It addresses how to effectively apply the concepts of co-production and co-creation in public services and education, involving the collaboration of multiple stakeholders. Based on Osborne et al.’s framework, it covers the processes of co-design, co-decision, co-experience, co-construction, and co-innovation. The paper suggests that the Indigenous Education Resource Center can use co-designing teaching materials, co-deciding curriculum content, co-experiencing the teaching process, co-constructing teacher communities, and co-innovating teaching tools to implement strategies for integrating technology. However, it needs to address issues of cultural appropriation and misunderstanding regarding the misuse of technology. Ensuring the proper training of indigenous education teachers and combining resource integration with long-term planning are essential for achieving comprehensive implementation. The paper concludes with recommendations for county and city governments as well as policymakers involved in planning indigenous education policies.