| Abstract: | 本研究旨在瞭解高職生數位落差現況，探討高職生數位落差之因素。研究者以高雄市14所中等職業學校高三的學生進行調查，主要研究發現為：(1)高職生之個人背景及技職學習環境在「資訊設備近用」、「網際網路近用」及「網路使用行為」上存在差異；(2)高職生之族群、家庭型態、家庭收入、家長最高學歷、家長對子女上網的支持程度及網路課程經驗等個人背景在「對網路資訊內容的態度」上有顯著差異；(3)高職生之學校類型、學校網站提供各項學藝活動訊息、學校網站可查詢個人成績、學校網站提供輔助學習教材及學校開設授予學分之網路課程等技職學習環境在「對網路資訊內容的態度」上有顯著差異；(4)高職生之性別、族群、家庭型態、家庭收入、家長最高學歷、家長對子女上網的支持程度及網路課程經驗等個人背景在「資訊素養」上有顯著差異；(5)高職生之學校類型、職類、學校網站提供各項學藝活動訊息、學校網站可查詢個人成績、學校網站提供輔助學習教材及學校開設授予學分之網路課程等技職學習環境在「資訊素養」上有顯著差異；(6)高職生之「對網路資訊內容的態度」對「資訊素養」有顯著影響。
The focus of this research was on the digital divide among the vocational high school students and their factors of digital divide. Using purposive-random sampling, a number of vocational high school senior students among 14 high schools in Kaohsiung filled out this questionnaire. The results of this study include: (1) Students with different background and the learning-environments of vocational education had differentia on “the information and communication technologies (ICTs) access”, “the Internet access” and “the behavior of web usage”. (2) For students different in ethnicity, family situation, family income, parent’s highest education level, parental support in web usage and the experience gained from web-based course, there was a remarkable differentia on the analysis of “their attitude toward information from the web”. (3) For students different in school type (public/private), along with the types of information posted from the school website (such as school activities, grades, preparation materials for classes provided by the school, etc…), there was remarkable differentia on the analysis of “their attitude toward information from the web”. (4) For students different in gender, ethnicity, family state, family income, parent’s education level, parents’ support in web usage, and the experience gained from web-based course, there was remarkable differentia on the analysis of information literacy. (5) For students different in school type (public/private), along with the types of information posted from the school website (such as school activities, grades, preparation materials for classes provided by the school, etc…), there was remarkable differentia on the analysis of information literacy. (6) “Their attitude toward information from the web” as a direct effect on their information literacy. |
