臺灣博碩士論文加值系統

數位落差的問題自電腦進入人們的生活時就已經存在了，隨著資訊相關產品的普及和網際網路的興盛，落差的問題未曾解決，而影響層面及範圍也逐漸擴大，成為每個邁入資訊社會的國家不得不關注的議題。
回顧過去相關文獻，目前台灣大部份的數位落差研究多是針對性別、收入、年齡、教育程度及地理位置等人口統計學變項的差異進行研究，而針對校園內數位落差的研究，主要是著眼於不同背景學生間的差異，尚未針對校園師生之間落差之研究。
本研究以台灣地區國小、國中及高中職（含綜合高中）之教師及學生為研究對象，旨在瞭解網路世代學生與非網路世代教師間，是否因為世代不同，在數位科技產品的近用、擁有及使用、網路使用目的、網路使用行為及資訊應用情形等面向上存有差異現象，進而瞭解校園內世代數位落差現況。
本研究採立意抽樣問卷調查法，以研究者自編之「台灣校園數位落差調查問卷」進行調查，並將回收之有效問卷1414份（教師584份，學生830份）進行統計分析。本研究主要結果如下：
　　一、在數位科技產品的近用及擁有上，教師均高於學生；使用上教師與學生之間則無差異存在。
　　二、網路使用目的上，在「尋找工作或課業資訊」、「尋找生活相關資訊」及「買╱賣商品」的動機上，教師皆比學生強烈；而在「休閒娛樂舒壓」、「與其他人溝通」、「展現自己」及「下載軟體、音樂、影片」等動機上，學生比教師強烈。
　　三、網路使用行為上，在「溝通分享」、「遊戲」及「搜尋」等面向上，學生之行為頻率均高於教師；在「收集」、「購買及販賣物品」及「使用電子郵件」等面向上，教師之行為頻率高於學生。
　　四、在資訊應用情形上，教師的得分高於學生。
五、不同世代數位科技產品近用及擁有上，最年輕世代不及較年長的世代；使用上各世代間差異不大。
六、網路使用目的上，在「尋找工作或課業資訊」、「尋找生活相關資訊」上，8年級生動機最不強烈；而在「休閒娛樂舒壓」、「與其他人溝通」、「展現自己」及「下載軟體、音樂、影片」等動機上，年輕世代比年長世代強烈；在「買╱賣商品」的動機上，則是4、8年級生不及5、6、7年級生強烈。
七、網路使用行為上，在「溝通分享」、「遊戲」及「搜尋」等面向上，年輕世代行為頻率最高；在「收集」、「購買及販賣物品」等面向上，6、7年級生行為頻率最高；而在「使用電子郵件」上，則是6年級生行為頻率最高。
八、在資訊應用情形上，6及7年級生最好，4年級生最不好，8年級生則介於中間 。
最後依據本研究之發現與結論，對學校行政單位、教師與學生及後續研究者提出建議。

The issue of digital divide has existed when computers first came into our life. Despite the diffusion of information products and the popularity of the Internet, the issue has never been solved and the aspects of its influence keep enlarging, which makes it a major concern that every nation on the way to information society must be confronted with.
In the review of past research, it is found that most of the studies examined the differences among demographical variables, such as gender, income, age, level of education, and geographical region, while others focusing on digital divide in school investigated the differences among students’ background. There has not yet been any study focusing on the division between teachers and students on campus.
The purpose of this study is to investigate if digital divide between non-Net- generation teachers and net-generation students exists, focusing on the following variables: the access, possession, and use of digital equipments, web-usage purpose, web-usage behavior, and information application. This study shed light on the intergenerational digital divide on Taiwanese campus.
This study used stratified purposive sampling method and a survey questionnaire developed by the researcher to collect data. A total of 1411 valid responses (584 teachers and 830 students form elementary, junior high and senior high schools) were collected and analyzed.
The major findings are as follows:
1. On access and possession of digital technology products, teachers have higher access and more products than students, but there is no difference on usage between teachers and students.
2. On web-usage purpose, teachers have stronger motivations than students in three dimensions: “look for work- or school-related information”, “look for daily life information”, and “buy/sell products” . On the other hand, students have stronger motivations on “entertain and relax”, “communicate with others”, “express yourself”, and “download software, music, and video” than teachers.
3. On web-usage behavior, students use the Web more frequently than teachers in three dimensions: “communicating and sharing”, “gaming”, and “searching”; teachers use more frequently on “collecting”, “buying and selling”, and “using e-mail” than students.
4. Teachers get higher scores than students on information applications.
5. On access and possession of digital technology products, older generation have higher access and more products than the youngest generation (those born between the years of 1991 and 2000); but there is not obvious difference on usage between generations.
6. On web-usage purpose, those born between the years of 1991 and 2000 have weaker motivations than others in two dimensions: “look for work- or school-related information”, “look for daily life information”. Younger generation have stronger motivations on “entertain and relax”, “communicate with others”, “express yourself”, and “download software, music, and video” than older generation. People born between the years of 1951 and 1990 have stronger motivation on “buy/sell products” than the others.
7. On web-usage behavior, younger generation use the Web more frequently than the others in three dimensions: “communicating and sharing”, “gaming”, and “searching”; people whose birth years from 1971 to 1990 use more frequently on “collecting”, “buying and selling” than others; those born between the years of 1971 to 1980 use more frequently on “using e-mail” than the others.
8. People born between the years of 1971 and 1990 get the highest scores, those born between 1951 and 1950 get the worst scores, and those whose birth years from 1991 to 2000 get the middle scores.
Finally, based on the findings and conclusion of this study, we draw implications for school administration, teachers, students, and make recommendations for future related research.

中文摘要 Ⅰ
英文摘要 Ⅲ
謝誌 Ⅴ
目錄 Ⅵ
表目錄 Ⅷ
圖目錄 Ⅹ
第一章　緒論 1
1.1研究背景與動機 1
1.2研究目的 3
1.3研究問題 3
1.4名詞釋義 4
1.5研究範圍 5
1.6研究流程與論文重點說明 5
第二章　文獻探討 8
2.1世代理論 8
2.1.1世代的定義 8
2.1.2世代與科技 11
2.1.3網路世代 13
2.1.3.1網路世代的定義 13
2.1.3.2網路世代的特質 14
2.2網路使用行為之研究 17
2.2.1網路使用者特性 18
2.2.2網路使用動機及目的 23
2.2.3網路使用時間樣態及使用地點 25
2.2.4網路使用功能與活動 27
2.3世代數位落差 29
2.3.1數位落差之定義與成因 29
2.3.2數位使用落差 33
2.3.2世代數位落差 38
第三章　研究方法 46
3.1研究方法 46
3.2研究架構 46
3.3研究對象與抽樣方式 47
3.4研究工具 49
3.5資料處理 56
第四章 研究結果與分析 58
4.1網路使用行為量表信度與效度分析 58
4.2樣本基本資料分析 62
4.3師生世代數位落差分析 68
4.4教師間數位落差 81
4.5不同學校級別間學生數位落差 88
4.6世代間數位落差分析 92
第五章　結論與建議 98
5.1結論 98
5.2研究限制 116
5.3建議 117
中文參考書目 120
英文參考書目 124
附錄一、問卷初稿 130
附錄二、正式問卷𨢁138
附錄三、資訊應用專家評分名單 146

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