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題名:MichaelW.Apple及LarryCuban的科技論述分析
作者:劉修豪
作者(外文):Liu Hsiu-Hao
校院名稱:國立花蓮教育大學
系所名稱:國民教育研究所
指導教授:白亦方
學位類別:博士
出版日期:2009
主題關鍵詞:科技論述科技改革資訊教育教育科技Technology discourseTechnology reformInformation educationEducational technology
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科技與教育的互動,並非單一方向純技術性的問題,而是科技、教育與社會文化三者間的權力建構。美國課程社會學者Michael W. Apple以新馬克思主義的思維,提供意識形態及倫理的透鏡,檢視學校使用科技再製社會不均等的現象。教育史學者Larry Cuban以科技改革歷史的思維,提供歷史及文化的透鏡,檢視學使用科技有限的原因,反映根深蒂固的學校文化。本研究旨在探討Apple及Cuban科技論述的背景淵源、意涵及特色價值,並綜合歸納:(1)普遍存在的除舊觀點;(2)不同技能,不同命運;(3)科技富有,素養貧乏;(4)停止歸咎教師;(5)科技與政策的鴻溝等發現,省思其對台灣資訊教育的啟示。
Technology and education are not one-way to the pure technical question, but to construct the power structure among technology, education and social culture. Michael W. Apple’s technology discourse was influenced by neo-Marxist, which created ideology-ethic lens of analysis and examined the schools use technology to reproduce society's inequality. Larry Cuban’s technology discourse was influenced by the history of technology reform, which created history-culture lens of analysis and examined the schools use technology were limited. This article focuses on the grounds, meanings and values of Apple and Cuban’s technology discourse. Then, the implications for the Taiwan’s information education are as follows: (1) The viewpoint of eliminate outdated things. (2) Different siklls but different destiny. (3) Technology rich but literacy poor. (4) Stop blaming teachers. (5) The gap between technology and policy.
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