| 摘要: | 隨著數位時代來臨，資訊科技的快速發達，手機行動網路的普及，使得社群軟體大量的被使用，因應時代趨勢，許多親師溝通也經常使用社群軟體為工具。 本研究希望以現今最普遍的社群軟體Line為研究的標的，透過科技框架理論（Techonlogy Frame），探討親師應用社群軟體作為溝通平台之推行過程與抗拒的問題。主要目的如下：一、瞭解不同群體對於社群軟體的認知。二、瞭解不同群體對於社群軟體認知的差異。三、瞭解不同群體對於社群軟體的認知差異是如何影響社群軟體的使用。 本研究針對師、親、生採用深入訪談、文獻分析方式來進行質性探索，利用文獻分析及訪談，蒐集資料形成研究計畫，另外透過Line親師生群組互動資料、觀察研究日誌、省思本記、親師生訪談、聯絡簿文本等文件蒐集為主要資料來源。透過上述資料分析，呈現親師生互動會遭遇的認知問題、認知差異及使用影響。 本文貢獻主要在下列兩個部分：一、理論上的：將科技框架理論應用範圍擴增至社群軟體的範圍當中。二、實務上的：對今後推行社群軟體的人，考量群體對Line的認知差異。
With the coming of the digital era, the innovation of technology, and the convenience of Internet, social Network applications are widely used. Conforming to the trend, many teachers also rely on social Network applications as a method of communication. This study will focus on Line, one of the most successful social Network applications. We will explore the problems teachers may encounter when they have Line as a communication platform. The main purposes of the study involve three aspects. First,we would like to know the cognition about the social Network application to different groups. Second, we also want to know the different cognition different groups will have about the social Network application. Third, we would like to know how the different cognition has its influence on the use of social Network application. The study is done through interview with teachers, parents, and students. Also, data analysis is required along with collecting information from the teacher-student group, looking into research journals, notebooks, communication books. With the help of all the materials gathered, we can find out the cognition problems, the difference in cognition and the influence using the social Network applications. The main contribution on this thesis can be concluded into two dimensions: theoretic and practical. For the theoretic part, we can apply the use of TF Theory to the use of social Network. For the practical part, for those who want to use social Network application in the future, they have to be aware of the differences in congnition in a social group . |
