從教育場域中的差異到共學──新興科技的教育社會功能

From Understanding Differences to Co-Constructing Shared Learning: The Social Role of Emerging Technologies in Reframing Educational Interaction

本文以混齡學習與教育互動為核心，探討新興科技如何在代間差異中發揮橋樑功能，重構共學文化。面對日益常態化的混齡學習情境，不同世代學習者在科技使用上的認知風格、溝通節奏與權力感知，常導致互動張力與參與不均。本文結合筆者實證觀察與課程實作，辨識學習者在面對科技時的心理矛盾與參與類型，並進一步探討科技作為促進代間理解、平衡互動關係與提升社交適能的潛力。新興科技若能從認知、情感與社會功能三層面進行設計與引導，不僅能修補世代斷裂，更有助於形塑共融、協作與幸福導向的教育互動文化。

This study centers on intergenerational learning and educational interaction, examining how emerging technologies can serve as a bridge across generational divides to reshape a culture of co-learning. In increasingly normalized mixed-age learning environments, generational differences in cognitive styles, communication rhythms, and perceptions of authority often lead to interactional tensions and unequal participation. Drawing on empirical observations and instructional practice, this paper identifies the psychological contradictions and participation patterns learners experience when engaging with technology. It further explores the potential of technology to foster intergenerational understanding, balance interactional dynamics, and enhance social fitness. When emerging technologies are intentionally designed and guided through cognitive, emotional, and social dimensions, they can not only mend generational rifts but also foster an inclusive, collaborative, and well-being-oriented educational culture.