摘 要 近年來校園資訊教育盛行，使得數位落差現象逐漸浮現，成為各級政府必須重視的問 題。本研究從四項構面建立衡量台灣國中小校園數位落差之指標，包括基礎建設、資 訊素養、電子化學習與電子化服務應用。本研究第一階段以文獻探討方式建構指標架 構，依32 位專家評估指標適切性結果修正指標，共得55 項指標。第二階段實行AHP 專 家決策模式問卷求取本研究指標架構目的層、準則層相對權重，並由此求得跨指標權 重。本研究依第一、二段研究結果建構出「國民中小學校園數位落差指標架構」及「國 民中小學數位分數評分表」，做為實際衡量國中小校園數位落差情形之工具。

Abstract The major purpose of this study was to develop indicators of measuring digital divide for elementary and secondary schools by probing into related references to establish hierarchical structure of indicators and referring to expert’s suggestions to revise indicators. Indicators proposed by this study were composed of four dimensions, namely, information infrastructure, information literacy, e-learning, and e-service. To verify the validity of the indicators, 32 experts in the related areas were invited to evaluate the relevancy of indicators. After removing 3 unsuitable indicators and rewording some, 55 indicators were suggested by the experts. Analytic Hierarchy Process was used then to calculate the weights of the indicators at purpose and basis level. Finally, 55 indicators with weights and a “score sheet” for measuring digital divide at elementary and secondary schools were proposed. Results of this study can be a valuable reference for both governments and schools to establish or modify the policies of diminishing digital divide.