本文從知識生產與權力運作的觀點進而詮釋資通訊科技(informationcommunication technology, 簡稱ICT)對於教育現場的時代意義，並提出當ICT融入課程時，課程研究領域下的探討議題如何發展之建議。作者首先闡述ICT擴張與展佈過程中的知識權力觀，以知識生產、權力運作以及再脈絡化ICT在教育場域當中的意義作為探討對象；接著，以課程研究觀點重新檢視ICT與台灣課程研究趨勢，思考課程研究途徑以及研究者本身的定位。最後，透過探討結論反思ICT與台灣未來課程走向，建議課程研究要從實際教育場域當中探討ICT與課程的運作情形，方能發覺出本土課程的真正問題，而不是流於理論套用或科技理性的固定邏輯。

This paper intended to explore the meanings, conflicts, and the limits of
information communication technology (ICT) in the educational field from
knowledge and power perspective; it also addressed how curriculum research was developed and how the researchers fixed their positions in the whole research. The author used three viewpoints to interpret the core meanings of ICT in the educational field: production of knowledge, utilization of power, and recontextualization. The discussions focused on ICT and its influence on the trends of the curriculum research
field. The author then suggested that in order to fully understand the reality of ICT and curriculum research, the curriculum research must be probed in real educational situations where ICT was used in the curriculum, instead of just completely imitating the working patterns or merely using technological thinking.