現代人被日新月異的傳播科技所包圍，生活充斥著網路與各種電子科技產品，行動裝置是一股不可扺擋的數位潮流。因應科技改變生活的現象，在不同的世代造成對行動裝置產生不同的價值觀。 本研究以深度訪談分析國小階段的滑世代對族群對行動裝置的使用行為與動機、以及行動裝置對學童的使用意義。 研究結果發現，學童多數擁有自己的裝置且多為中、低頻率的使用者。有三大使用動機：(1) 解決問題；(2 )休閒娛樂；(3) 溝通分享。而滑世代對行動裝置的使用意義有四個價值，分別是(1) 休閒零嘴；(2) 玩具物件；(3) 日常用具；(4)夥伴關係。 師長可利用教育結合科技的運作，從學習遊戲化及學習客製化著手，及科技重新架構教育角度，從跨學科學習及多協同學習的方式，賦予學童更多學習的可能性。 Modern people are surrounded by rapid and abundant developments of communication technologies. There are miscellaneous networks and wireless electronic products full of our daily life. Using the mobile devices become a must and inevitable trend and fashion in the digital era. Reacting to the situations of the communication technologies changing our life, different ages produce differential value systems to the mobile devices. The research by depth interviews analyzes the usage patterns, motivations, and meanings of the mobile devices in current primary school students of the so-called ＂Touch-Screen Generation＂. The research finds most of the students have their own mobile devices and are middle and low frequent users. They have three major motivations: (1) for solving problems, (2) for making recreations, (3) for communicating and sharing information. And there are four important meanings for the students: (1) diversions like snacks, (2) devices like toys, (3) daily utensils, (4) partnerships. Therefore, teachers of the Generation's students can apply their conversational methods with the mobile devices, through gamification and customization of learning, repositioning of the new technologies, and trans-disciplinary and multi-cohorts learning, to let the students obtain more learning alternatives.
