本研究試圖探討現役日語教師對自身資訊科技（IT）素義的認知。五十七位來自台灣三十所大學的日語教師協助回覆此研究設計的問卷。研究結果顯示（1）只有六位受訪者（約10%）曾經接受過常用軟體如Word，ExceI，及PowerPoint的正式訓練；（2）這些老師對於使用Word及PowerPoint是具有信心的；（3）但許多受訪者不知道如何使用這些軟體所具備的高階功能，比如Word的Style與合併列印功能，還有Excel的Ruby（標音）與PHONETIC公式。研究結果顯示，現役與未來日語教師所接受的教師專業發展訓練不足以應付教學研究上的需求，且個別日語教師在IT素發程度上有很大差異。為了有效使用IT以協助減輕日語教師在教學研究上的重擔，日語教師應具備哪些IT素義以及相關培育訓練課程之發展，實應受到學界以及教育界格外的重視。

The present study investigated how in-service Japanese teachers perceive their own IT literacy utilizing a questionnaire. Fifty-seven teachers from 30 universities in Taiwan answered the questionnaire. Results show that 1) only six teachers (approximately 10%) received formal training in commonly-used software, such as Word, Excel, and PowerPoint, 2) most of them are confident in using Word and PowerPoint, and 3) many of them do not know how to utilize advanced features of frequently-used software, such as the Style and Mail Merge function of Word and the Ruby (phonetic guide) and PHONETIC formula of Excel. Results suggest that systematic training in IT literacy offered in pre-service teacher training as well as in-service teacher professional development programs is insufficient and that IT literacy of Japanese teachers is highly individualized. In order to ease the teaching and researching burden on Japanese teachers, educational implications for IT literacy contents that are necessary for Japanese teachers as well as an ideal training format will be provided.