從老年人獲取資訊與通訊科技（ICT）技能的歷程探討數位落差

Abstract

本研究描述老年人獲取資訊與通訊科技（ICT）技能的歷程，從中探討老年人學習與使用ICT的障礙和助力，並重新思考年齡數位落差的問題，藉此來回答以下問題：（1）影響老年人獲取ICT技能的因素為何？（2）老年人獲取ICT的技能歷程有何特徵？（3）不同老年人獲取ICT技能歷程的特徵中，老年人遭遇到哪些障礙？可得的助力又為何？（4）從老年人獲取ICT技能歷程的特徵來思考，年齡數位落差該如何消弭？ 透過質性研究法的田野研究，研究者參與圖書館與社區大學所辦理的老年人電腦課程，以參與式觀察法和訪談法蒐集資料。除了將觀察資料進行描述與分析外，研究者依學習動機與課後可取得的社會支援，分類所訪問的22位學員，將受訪學員分成「被動-部分支援型」、「適應-部分支援型」、「主動-部分支援型」、「被動-豐富支援型」、「適應-豐富支援型」、「主動-豐富支援型」六種類型。每一個類型選擇資訊量豐富或具有代表性的個案，加以描述其獲取ICT技能的過程，並分析該類型的經驗與特徵。 本研究的主要結論為：「老年」的客觀條件、ICT對能力的要求，以及ICT預設的價值，造成老年人獲取ICT技能的困難，而充分且即時的社會支援則有助於老年人跨越障礙。回顧數位落差的問題，應關注在「如何做」的過程，而非單純的設備與課程的輸入，必須先瞭解老年人的興趣與需求，以及可取得的社會支援，再藉由適當的課程設計、家庭以外的社會支援發展，來協助老年人獲取ICT技能。

This study explores the process of the elderly acquiring information and communication technology (ICT) skills. Its aim was to explore the success and problems of such endeavors and to rethink the age-related digital divide issue. This study attempts to answer the following questions: 1) What are the effect factors on the process of acquiring ICT skills? 2) What are the characters of the process of the elderly acquiring ICT skills? 3) What are the barriers and helps during the process of the elderly acquiring ICT skills? 4) How can the age-related digital divide be reduced in terms of the characters of the ICT skill acquisition process for the elderly? The data was gathered by observing and interviewing elderly participants in ICT classes held by municipal public libraries and community colleges. In addition to analyzing the data of each case, the study categorizes 22 interviewees’ data into six types according to their learning motivation and the availability of social support: the passive-less-support, the adapted-less-support, the active-less-support, the passive- supported, the adapted-supported and the active-supported type. In every type, one or two cases with comprehensive information or particular representativeness were chosen and the learning experiences as well as relevant character traits of them were described. The study concludes that the three factors, age-related issues, the necessity of acquiring specific skills for ICT usage and the pre-adjustments in ICT specifically set for younger people create barriers for the acquisition of ICT skills for older people. However, full and instant social support may help older people bridge the barriers. Moreover, with particular regard to the digital divide, those who provide elderly service should not only concern with the delivery of contents and resources, but thoroughly reconsider the methods instead. Understanding the interests and needs of older people as well as assessing the available social supports may help the elderly acquire ICT skills more successfully. Thus devising suitable curricula and securing social support outside the family can therefore also be crucial.