科技的行動必須建立在社會、文化、及經濟的脈絡上。隨著全球化的演進，資訊傳播科技 (ICT) 已在發展中國家及弱勢團體的發展上取得舉足輕重的地位。然而，針對ICT發展計劃結果之健全的研究及評估卻未隨之出現。本研究試圖檢視一個在台灣原住民部落進行的ICT發展計劃，並透過後殖民主義的角度對其中的權力、認同、文化、及社會加以討論。由於之前缺乏相關的研究及闡述及本研究的性質與對象，本研究採用詮釋民族誌 (Interpretive ethnography) 作為研究方法。
在為期兩年的研究歷程中，透過參與觀察、訪談等資料收集的方式，本研究共檢視了三個子計劃，並將結果歸納出三個主題: 科技烏托邦 (Technological Utopianism)、權力掙扎(Power Struggle)、 及對立 (Polarization)。在此ICT計劃中，儘管校長 (計劃發起人)、老師 (計劃執行者)及社區家長對資訊科技的潛力都有著一定的肯定，但卻因彼此在計劃的角色不同、資訊素養的差異及社經地位的落差而對資訊科技產生了不同的憧憬。因此，在ICT 計劃真正實行之際，不同對象對種種隱藏在脈絡中，不被預期的認知落差及埋怨隨之而生。儘管在媒體傳播上，計劃的成果已為學校及校長贏得科技教育的美譽，但老師在執行上的排斥及家長認定計劃魏發生效用卻也是不爭的事實。而校長為求計劃的順利執行，借用知識上、行政上及資源掌握上的優勢，更進一步導致了溝通中不可彌補的分歧；也因此校長、老師及家長的關係越來越疏離，對立愈發明顯。而這樣一個立意良善的ICT發展計劃終因忽視彼此脈絡的不同及溝通不足的狀況下，必須面臨無法兌現承諾的窘境。

Technological initiatives should be contextualized in the social, cultural and economic sectors. As information and communications technologies (ICT) have evolved with the process of globalization, ICT has played a significant role in supporting the development for both the marginal group and developing countries. In spite of the increasing numbers of ICT development projects, there is a lack of the robust research and evaluation regarding to ICT project outcomes. This study attempts to examine the ICT projects carried out in the Aboriginals community in Taiwan. Drawing the attention to the issues of power, identity, culture, and society, the postcolonial perspective is adopted. As the nature of the problem and the lack of previous understanding of the phenomenon, the interpretive ethnographic method is deployed in order to explore the cultural and social issues involved.
During the two-year research, three ICT projects are examined through participate observation, interviews and related data retrieve. From the reviews of these ICT projects, the findings present in three themes: “Technological Utopianism”; “Power Struggle” and “Polarization”. Although project Principal-initiator, teachers-project members and Parents- the community agree on the potential of ICT, they approach and expect ICT differently as their disparities in their position in the ICT projects, ICT literacy, and limitation from their social/economic reality. Each stakeholder has faced different context and carried different perception and vision toward ICT and ICT projects. After the ICT projects are carried out, the unanticipated and hidden gap of perception results in dissatisfied stakeholders. Although the media cover the project outcomes with positive tone, and both TY School and Principal obtains the reputation in ICT education, teachers are reluctant to execute ICT project and parents are disappointed and think the projects don’t really help them. In order to accomplish these ICT projects under the disharmony, Principal takes advantage of his power from administration of school, knowledge legitimacy, and the control over resources. The power-laden process occurs and the communication gap is unable to close. Moreover, the relationships between stakeholders are eventually polarized. As failing to taking account of the dynamic context difference and lacking of communication, ICT projects in this study fail to deliver its promise to the people they intended to serve.

摘要 ii
ABSTRACT iii
ACKNOWLEDGEMENTS v
List of Tables viii
List of Figures ix
1. Introduction 1
1.1. Research Background 1
1.2. Research Objective 6
2. Literature Review 9
2.1 ICT Development Projects 9
2.2.1 Define ICTs 9
2.2.2 ICT Development Projects for the Disadvantages and Developing Countries 10
2.2.3 ICT Development Projects vs. IT Projects 12
2.1 Postcolonial Theory 14
2.2.1 Post-colonial Theory & ICT 15
2.2.2 Post-colonial Theory & the Aboriginals 17
2.2 The Aboriginals in Taiwan 19
2.3.1 Stigmatized Identity 25
2.3.2 Bunun people 27
2.3.3 The Status of ICT adoption in the Aboriginals 28
3. Methodology 33
3.1 My perspective 33
3.2 Ethnography 34
3.3 Research Procedure 37
3.3.1 First impressions 37
3.3.2 Describing the Setting 39
3.3.3 Gaining Entry 41
3.3.4 Carrying out the research 42
3.3.5 Data Collection and Analysis Procedures 44
4. The Study Background 47
4.1 Four stakeholders in the ICT projects 50
4.2 The ICT Projects 81
4.3 Concluding Remarks 117
5. Discussion 122
5.1 Technological Utopianism 123
5.2 Power Struggle 130
5.3 Polarization 135
6. Contribution 139
7. Implication 142
7.1 Personal Implications 142
7.2 Implications for Management 144
7.3 Implications for Policy Makers 145
Appendix 147
1. News coverage related to ICT projects and TY School 148
2. Information about “Integration of ICT into Teaching: Models, International Interchange and Diffusion” Project 150
3. Information about ICT Development Statement for the Taiwanese Aboriginals 154
4. Consent Form (in Chinese) 157
Reference 158

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