Digital Divide on Taiwanese Campus: Research on Generational Segmentation between Teachers and Students
|關鍵字:||數位落差;網路世代;近用;世代數位落差;世代間;Digital Divide;Net Generation;Access;Generational Digital Divide;Intergenerational|
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.
|Appears in Collections:||Thesis|
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