在台灣，電子布告欄系統（Bulletin Board System，BBS）並非像美國一樣隨時間被淘汰，人數不減反增地逆勢成長，且具社會影響力。何以一項現今看來技術「落後」的純文字介面系統，仍能在台灣如此風行？何以批踢踢後來人數會成長一百五十倍，成為全國，乃至於全世界最大的BBS？造就這樣一個容納十五萬人同時在線的BBS的技術與社會條件為何？本研究採用科技的社會建構論（The social construction of Technology，SCOT）作為理論架構，透過台灣BBS發展反省既有的STS與資訊研究，並延伸與修正SCOT的理論架構。 BBS在台灣的發展是一條有別於歐美資訊發展的在地技術創新路徑。紮根於校園的BBS是台灣獨有的技術創新成就。校園一方面作為一個重要的招募及再生產機制，促使Internet BBS能在1990年代中後期快速擴張；另方面校園也成為了不同社會團體權力接合的節點（教育部-校方-站方-使用者）。 BBS站台興盛的必要條件在於是否具有較高的自主性。在有較高的自主性的前提下，「使用者─工程師」（User-Programmer）、「使用者─管理者」（User-Manager）才能為BBS帶來技術創新的可能。換言之，在較不受制於校方規制與市場左右的情況下，BBS社群才得以蓬勃發展。批踢踢經營團隊的動力源自他們同時具備重度使用者的身分；在權限上是高人一等的使用者，可依自身需求參與、實驗、改造自身涉入甚深的社群。這些活動不是迫於生計或懾於威勢，而是有別於日常生活的自發性活動，因而產生遊戲（play）的樂趣。對作為重度使用者的經營團隊來說，BBS作為一種集體記憶的載具，它是個人重要的情感連結並建構了自我認同。BBS人數的提升牽涉到的是經濟面、技術面乃至於社會面的整合。 2005年之後的批踢踢，因頻繁的網路起鬨（internet mobbing）與大眾媒體開始緊密連結，吸引更多使用者加入，同時也提升批踢踢的影響力。與新聞媒體形成的正反饋迴圈開啟了多起批踢踢爭議事件，批踢踢的所有權也成為各方社會團體相互協商（negotiation）的對象。最後所有權爭論終結（closure）在2006至2007發生的「批踢踢出走學網」事件；經此事件後，批踢踢就成為一個人數停滯（同時上線人數停在十五萬人），名義上所有權歸給台灣大學資訊系系方，狀態相對穩定的技術物。 / In Taiwan, Bulletin Board System (BBS) hasn’t been eliminated as that in the US. On the contrary, the number of BBS users is increasing aggressively, BBS users in Taiwan are gaining socail influence as well. Why does a text-based interface, a system appearing so “laggard” in today’s technology, still attract considerable Internet users and become popular in Taiwan? How does PTT(the most popular platform in Taiwan) bloom and even multiply 150 times, becoming the largest BBS nationwide or even worldwide? What are the social and technical conditions to create this magnificent BBS station for 150 thousand users on-line at the same time? This study adopts SCOT（The social construction of Technology，SCOT）as its theoretical framework, reflecting STS and iCT-study, through the development of BBS in Taiwan and trying to extend and modify the theoretical framework of SCOT. The development of BBS in Taiwan, with its local innovative technological conditions, is quitely different from that in the Western countries. On the other hand, with its crucial recruiting and reproduction mechanism based on the campus, BBS bloomed in the late 1990s. On the other hand, campus renders a connection between the power of different social groups. Relatively –high autonomy pushes through BBS’s propertiy. Under higher autonomy condition, user-programmer or user-manager model may bring in technology innovation. In other words, BBS community becomes flourishing on account of fewer restrictions from the authorities. And the managing staff in PPT, because of owning top administrative rights, can get deeply involved, experiment, and modify this social group with innovations. They have done this not for living or oppressed by the authorities, but for fun. To these core managing staff, BBS renders a vehicle, of collective emotional memory, and self-indentification. The growing number of BBS users shows the integrity of economy, technology, and society. PPT after the year 2005, because of frequent internet mobbing along with mass media, has attracted more users to join its social website and gave rise to its influence as well. People start to care about its ownership. And the closure of this issue came to an end in the event of PPT pupils exile; after that, the number of PPT users has suspended (15 thousand users at top.) Now, the ownership belongs the the Department of Information Technology and Ptt becomes a relatively stable artifact in the long run.