在近年來的文獻中，有關於九年一貫以及資訊融入的論文非常多。相關的論文中，都僅就政策面來探討九年一貫及資訊融入的得失及探討，很少有論文針對學校中資訊政策的決策者與執行者間的互動進行相關的研究。本研究是以在九年一貫及資訊融入的政策下，在學校推動的真實面貌，做相關的研究。並以Orlikowski & Gash 的科技框架理論為架構，以學校進行非結構式訪談，以探討在學校內不同群體對資訊融入的詮釋，在學校中導入及實施的成果。研究發現，在資訊融入的政策下，各群體對於理念都有一致性的共識。各群體間僅存有共識，由於所處環境的不同，對框架的解釋不一，對於資訊融入的推行，相同的活動內容，常有不同的解釋方式，造成對彼此行為上產生不同的解釋。科技導入的結果，僅止於表面上達成了共識，對於彼此的行為模式，並無相互體認及溝通方式，造成了效能上的低落。科技的導入僅達成了工具性的目標，並未有效達成管理及溝通的目的，反而造成決策者與執行者的差異擴大。在科技框架的架構下，雖能而反映出真實面貌，但無法解決彼此間的差異，但不失為有效討論資訊融入相關議題的有效架構。 Information Technologies (IT) implemented in preliminary school teaching activities is an important educational policy of Education Administration in Taiwan. Many researchers have devoted their efforts in addressing the issues. These include, but not limited to, studying on the pros and cons on the policy implementation. Yet, few of research show teachers' and IT advocators' voices about their experiences regard these activities in the schools. In this thesis, we conduct a qualitative research taking from the lens of Orlikowski and Gash's ＂Technological Frames＂ to explore both teachers, as policy receivers, and IT advocators, as policy promoter, their voices about their experiences via narrative interviews. Our research results show that there is a perception gap between IT advocators and receivers for policy implementation and practicing even both of them commit to the goal of the policy. These findings contribute to the understanding of policy implementation and practicing, and have important managerial implication in practice.
