Study on Information Compentency of Aboriginal Students on Upper Graders of Elementary School－Puli Town as an Example

• Main Authors: chen hui lun, 陳慧倫
• Other Authors: 呂克明
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/85703566033190987725

碩士 === 亞洲大學 === 資訊工程學系碩士班 === 96 === Summary In these years, the government has strived for shortening the digital difference of aboriginal citizens. With verifying basic information ability of aboriginal students, we can understand if they have enough ability to catch up with the 21st information train. The topic of this study is to discuss the circumstances of digital difference of aboriginal students in elementary schools; we hope to know the differences between normal students and aboriginal students. The content of the test takes reference with “Index of Students Information Competence “, which is made for nine-year system classes of information. The test also takes other related information tests for reference. We analyzed with SPSS 13.0 after collecting data. The students of this study are from four elementary schools in Puli town in Nantou country, including 96 normal students and 99 aboriginal students, and they are all in sixth grade. Here are some results of this study, 1. In normal student’s families, the rates of having PC and having internet are both higher than in aboriginal students’. 2. Information ability difference indeed exists between normal students and aboriginal students. 3. For boy students, there is an information ability difference between normal students and aboriginal students. 4. For possessing five core information abilities, there is a difference between normal students and aboriginal students. 5. For possessing five core information abilities, there is a difference in the same gender between normal students and aboriginal students. We provide some suggestions according the results, 1. The government should assist aboriginal citizens to buy computer equipments. 2. Teachers should put deeper concerns about aboriginal students and take care of their learning conditions. 3. Teachers should enforce information concepts of male aboriginal students. 4. Teachers could have more classes for male aboriginal students. 5. The government should promote teachers’ information capacity.