本研究採用文化研究與科技社會學取向，深入探討烏來地區某國小29位六年級學童在校的非正式網路實踐，結果發現：（一）上網是一種分享性的集體活動：學童藉由網路不斷地與科技、同 儕團體、師長、以及成人世界進行意義協商；（二）學童利用網 路建構其性別化的同儕文化——男性團體偏好線上遊戲；女性團 體則是線上傳播。在其各自團體中，成員互相分享網路知識、技能與經驗，並以此建構其認同與社會關係；以及（三）不論男、女生都視網路爲好玩、有用的工具，雖然在教室中他（她）們時有競爭，但女生仍以玩樂的方式，主動習得相關的網路技能，並在線上建立“grrl”的形象；（四）除性別之外，族群、階級也會影響、限制偏遠地區學童的網路使用，特別反映在其語言表現上。

Based on cultural studies and the sociology of technology, this study explores how 29 sixth-grade students in a computer classroom develop gender-specific performances with respect to free-time or informal internet use, including game play, web-surfing, and cyberfamily-building. This work presents four important findings: (1) Online activities serve and generate a great variety of new form of sociality. By using the internet, school children constantly negotiate meanings with technologies, gender-based peer groups, adults, and virtual reality. (2) Through online activities, school children develop their own gendered peer cultures: boys’ game playing versus girls’ online communication. (3) Girls in a gender-mixed computer classroom consider the internet as useful and playful and actively construct the online image of “grrl.”（4) Different social forces including gender, ethnicity, and class interactively influence and limit school children’s learning and performance of internet technologies, especially online textual practices.