行動輔具中介的親子配對學習－－權力與協商關係之探究

An Exploration on the Dynamics of Power and Negotiability in Technology-Mediated Child-Parent Pair Learning

新興行動科技多半以在校學生為測試對象，本研究關切成人與其子女共同使用行動輔具的情境下，「親子配對學習」過程，透過觀察合作操作輔具的細節，瞭解行動輔具中介下所顯露的學習意義。來自台北市各國小自願報名參加活動的60對親子，參與為期兩天運用電子書包及資料蒐集探測器結合的探究活動，藉由Wenger實踐社群理論，本研究指認出親子在協作探究過程的互動中，進行著「工具操作權」的協商，與「操作知識」的協商；親子各自擁有的異質資源，與這些調準與協商行為，形成獨特的配對學習模式。

Most of the new mobile technologies are implemented on collaborative peer learners and applied in formal settings, but do we know how young learners work with their parental learners when using such new technology as probes in inquiry-based learning outdoors? Collaborative learning may be evaluated by participants' final products or portfolios, but all too often the assessment fails to provide us with data that indicate how learning really takes place. This study focuses on how young learners paired off with his/her parents in informal activities. Gathering data from sixty volunteered pairs from families of Taipei City, we gain deeper understanding on how the roles of probes and Tablet PC were used to assist their collaborative inquiry learning. Borrowing the idea of communities of practice from Wenger's work on social learning, this study reported how paired learners developed their distinctive ways of learning together, what kinds of repertoires were appropriated, as well as how their ability to direct their energy was aligned.