溫故不知新：半新科技的意會調適

Restudying the Old Impede Learning the New: Sensemaking Adaptation of Semi-new Innovation

科技意會常被用來解釋科技採納的結果。現有科技意會研究多探討陌生且新穎科技的意會，卻較少說明人們如何意會半新科技。本研究所謂之半新科技，是指科技功能與既有科技有部份重疊之科技創新。由於使用者早為這些科技功能建立穩定的既有意會，這些既有意會將干擾人們理解新科技之路，使得人們無感於它的新。因此，半新科技意會的軌跡不僅是「溫故知新」，甚至需要「革故鼎新」。本研究以科技意會的革故鼎新來說明半新科技的意會調適。以台灣某所大學教授使用數位學習科技的案例，本研究呈現意會延用、意會中斷與意會再生等意會調適歷程，來解讀教授們應用該科技的教學做法。本研究接著討論人們對於半新科技的意會可能受既有科技意會影響，使得人們過度關注其「舊功能」而忽略其「新概念」。最後，我們提出本研究的學術貢獻與實務意涵。

Sensemaking perspective is usually applied to explain people’s reaction to atechnology adoption. Most of sensemaking studies concern about how peopleinterpret a new innovation. But these findings may not be appropriate forexplaining the process that people make sense to a “semi-new” innovation. Aninnovation can be semi-new when it shares technology features with existinginnovation. To the users, this kind of innovation is not quite new because they haveknown the technology features well. In this light, users become senseless to thesemi-new innovation, and the sensemaking process would be strongly dominatedby the existing interpretation. Users may spontaneously apply their existinginterpretations to understand the semi-new innovation, and use it as the way theyusually do. Therefore, instead of tuning existing sesnsemaking, the sensemaking toward semi-new innovation might involves a process of unlearn and relearn.This study described the sensemaking adaptation process of a semi-newtechnology. By analyzing how university faculty used an e-learning technology in anational university located in the middle Taiwan, our findings presented threeperiods of sensemaking adaptation which involved with unlearn and relearn. Thefindings showed, the faculty initially understood the e-learning technology by theirexisting sense on the particular technology features, and used these technologyfeatures as what they usually did. However, the consequences of technology usewere far from their expectation. After that, the faculty made sense of thetechnology along with their interpretations of being an educator, and thengenerated five distinct interpretations on the technology. By this case, wehighlighted that the existing sensemaking might impede the interpretation on seminewinnovation by making people pay attention to the “old technology features”without noticing the “new concept” of the semi-new innovation. Finally, thecontributions to academy and practice were also discussed.