隨著資訊科技的發展改變高齡者的生活型態，不論是社交或休閒娛樂皆與行動裝置有著密不可分的關係，但年齡增長身理的退化，學習與操作介面不易，為了讓高齡者順應資訊社會的轉變，樂齡中心開始設立行動裝置相關課程，協助長輩降低數位落差、提升資訊素養，本研究旨在探討高齡者參與行動裝置課程的目的與目標，並在執行教學的過程中，探索、修正並發展適合樂齡中心行動裝置課程的規劃模式。本研究採用行動研究法，以新北雙連社福中心為研究場域，探索樂齡中心行動裝置課程，參與課程與問卷填答的高齡者共有23位，課程結束後對15位高齡者進行訪談，以質性訪談探索高齡者行動裝置學習目的、使用習慣以及對課程的想法，由行動研究初步結果提出課程規劃架構與教具設計，並進行另一個行動研究循環。研究結果發現，高齡者參與行動裝置的主要目的為提升使用能力，並藉由學習科技增進與親友、社會的連結；參與課程後高齡者獲得獨立自主解決問題的能力，減少對他人的依賴，除了基本操作外，也能運用資訊科技傳達自身經驗影響他人獲得成就感。在教學面中，高齡者對操作步驟記憶有困難，不容易熟練，課後難以持續使用，因此，行動裝置課程綜合講述、練習教學法，有助於加強高齡者對操作步驟的印象及熟悉度；另外，高齡者重視教學內容的實用性，收集高齡者的學習需求，有助於規劃符合他們生活所需的課程，最後基於本研究結果，針對樂齡中心行動裝置課程規劃與教材開發提出建議。

As the development of information technology has changed the lifestyle of the elderly, social and leisure entertainment, there is an inseparable connection with mobile devices. However, as they age, their physical and mental deterioration makes learning and operating the devices challenging. To help them adapt to the changes in the information society, the Senior Citizens Learning Center has started to offer mobile device courses to help them reduce the digital divide and improve information literacy. This study aims to investigate the purpose of the elderly's participation in the mobile device program to attain the goal. During the implementation of the teaching process, an appropriate planning model for the mobile device program at the Senior Citizens Learning Center was explored, refined, and developed. Action research was adopted for this study, and Suang Lien Xinzhuang Social Welfare Center in New Taipei City was chosen as a research site. Twenty-three seniors participated in the course and questionnaire survey, and 15 elderly participants were interviewed after the course. The interview was conducted to understand the elderly's learning objectives, usage habits, and perceptions of the curriculum. According to the preliminary results, this study proposed a curriculum planning framework and teaching aids. Another round of action research was then conducted. The study found that the main objectives of the elderly to participate in the mobile device are to obtain the capability of using mobile devices and increase their connection with friends, family, and society through the learning of technology. After taking the course, the elderly gained the ability to solve problems independently. In the course, the elderly have difficulty in memorizing the operation instructions, making it difficult for them to continue using the device after the course. Therefore, the mobile device course is a combination of didactic and practice instruction, which helps to enhance the impression of the elderly. Furthermore, the elderly value the practicality of the course content, and collecting the learning needs of the elderly can help plan courses that meet their needs in their lives. Finally, the findings of this study offer suggestions for curriculum planning and materials development for mobile devices in the Senior Citizens Learning Center.

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