資訊科技與學校教育的批判教育社會學分析

Abstract

本研究以批判教育社會學的研究取向為主，針對資訊科技連結學校教育的相關面向進行批判分析，運用歷史研究、理論分析、訪談與觀察等方法來分析、批判、辯證並建構出相關課題之思考。在論述的舖陳以及理論的探究下，結合訪談與觀察所獲得的真實性教學資料，並試圖以工具性創新、結構性解放以及主體性實踐為分析主軸來綜合研究成果，進而提出未來可行的教育行動策略，促進資訊科技與學校教育的良性互動，以臻於教育的理想境界。 本論文的研究目的詳如下述： 一、分析資訊科技連結學校教育的正面意涵。 二、探究資訊科技融入學校教育的批判論述。 三、建構資訊科技對教育實務層面之形塑的批判分析。 四、基於上述，提出未來可行的建議供有關單位及人員參考。 本研究獲得的結論如下所述： 一、資訊科技的工具理性影響人類活動的正常發展，並形塑教學活動的發展面貌。 二、資訊科技的創新價值並未能解放資本主義社會的結構性宰制，反而成為社會不平等的再製工具。 三、資訊科技與資本主義的結合消弱師生的主體意識，使其無法彰顯主體性與能動性。 四、資訊科技的近用與內容所導致之數位落差問題，會深化弱勢族群的教育不平等。 五、資訊融入教學受到資訊科技與資本主義的影響，使得教學活動的目的與面貌偏離教育理想。 六、資訊空間雖然可以打造一個高互動的溝通環境，但其虛擬化、失位化與商品化本質會扭曲師生互動的良性開展。 七、資訊科技取向的教育改革以中心國家為學習與模仿的對象，而忽視超越教育依賴體系的行動規劃。 基於前述，本研究根據研究結論提出具體可行的建議供有關單位及人員參考，茲詳述如后： 一、學者在進行資訊科技的教育社會學研究時，應重視並整合工具性創新、結構性解放與主體性實踐等分析面向。 二、決策者應縮短不同的種族、階級、性別或其他社會分類群體在資訊科技的近用與內容之落差，並以創造數位機會為其施政核心。 三、教師在進行資訊融入教學時，應避免落入資訊科技與資本主義的宰制，而要以教學活動的目的與價值為優先思考。 四、教師應在資訊空間裡藉由多元批判素養來建構師生的認知繪圖，進而開展良性的師生關係。 五、決策者在進行教育改革規劃時，應該批判資訊科技的教育依賴現象，並設計出具有社會解放意涵的行動方案。

This study aims to conduct critical studies on the dimensions of information technology articulating schooling, based on the analytical approach of critical sociology of education. Employing historical study, theoretical analysis, interview, and observation as methodology, this study seeks to analyze, criticize, dialectically consider, and construct relevant topics. After a preliminary exploration into related discourses and theories and a collection of information through interview and observation, this study focuses on the instrumental innovation, structural liberation, and agential praxis and, based on the findings, proposes alternative educational actions in the hope of attaining the ideal situation of education. This study hopes to achieve the following purposes: 1. To analyze the positive implications in information technology articulating schooling. 2. To explore the critical discourses on information technology integrating schooling. 3. To construct a critical analysis on the shaping of educational practices by information technology. 4. To provide references for the authorities concerned. This study concludes with the following points: 1. The instrumental rationality of information technology influences the natural development of human activities and shapes the development of pedagogy. 2. The innovative value of information technology can’t undo the domination of capitalist structure, but tends to become the reproductive tool of formation of social inequity. 3. Information technology articulating capitalism reduces subjectivities of teachers and students and makes them unable to reveal subjectivity and agency. 4. Digital divide by access and content generating can deepen the educational inequity of minority groups. 5. Information technology and capitalism shape the configuration of information technology integrated instruction and deviate from the ideal education. 6. The information space builds the communicative situation of high-level interactions, but distorts the positive development of the interaction between teachers and students by its nature of virtuality, dislocation, and commercialization. 7. The educational reforms based on information technology orientation are usually modeled after the practices of information centers, but ignore alternative actions of transcending educational dependence. Based on the above-mentioned purposes, this study proposes the following suggestions for the reference of the authorities concerned: 1. Scholars should emphasize the analytical dimensions of instrumental innovation, structural liberation, and agential praxis in studying sociology of education. 2. Policymakers must reduce divide on access and content between races, classes, genders, and other social groups and create digital opportunities as their focus. 3. Teachers should focus on the pedagogical purposes and values in doing information technology integrated instruction and avoid falling into the domination of information technology and capitalism. 4. Teachers can employ the multiple-critical literacy in information space to help constructing the cognitive mapping of teachers and students and shape the positive relationship between teachers and students. 5. Policymakers should criticize the educational dependence as a result of information technology and plan the social alternative actions in the spirit of structural liberation.