English  |  正體中文  |  简体中文  |  Items with full text/Total items : 49433/84396 (59%)
Visitors : 7459685      Online Users : 87
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/85005

    Title: 國民中小學弱勢學生數位落差現況分析與實施改善策略之研究
    Other Titles: Strategies for Reducing the Digital Divide between Elementary and Middle School Students
    Authors: 鄭宜佳;李淑君
    Contributors: 淡江大學課程與教學研究所
    Keywords: 數位學習;數位落差;資訊教育;E-learning;Digital divide;Information and computer education
    Date: 2010-07
    Issue Date: 2013-03-28 18:13:17 (UTC+8)
    Publisher: 臺北縣:淡江大學師資培育中心
    Abstract: 數位科技時代的來臨,藉由網際網路以及傳播媒體,人們得以大量且快速的
    With the proliferation of digital technology, people can rapidly acquire a great
    deal of information by accessing the Internet and various media. However, due to
    individual backgrounds and the unequal distribution of resources, the digital divide
    has become a critical issue. This study focuses on the digital divide between
    disadvantaged students in elementary and middle schools. After conducting a
    literature review to analyze the current situation and the causes of the digital divide,
    we proceeded with a needs assessment. Hopefully the results can increase our
    understanding of the information and computer education provided in elementary and
    middle schools, and also be used to increase the digital literacy of disadvantaged
    Relation: 亞洲地區弱勢學生教育教師專業/課程與教學國際學術研討會論文集,頁57-80
    Appears in Collections:[課程與教學研究所] 會議論文

    Files in This Item:

    File SizeFormat

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback