本文嘗試以質性研究方式，從實際的訪談中，整理出目前在臺北縣市的中小學電腦課程之實際狀況，並探討其在生態文化教育的推行上顯示的意義。 結論顯示：（1）目前電腦教學近似技能訓練；（2）未能達到獨立學習或合作研習經驗的養成；（3）老師在中小學階段的必要性；（4）對人際疏離的疑慮。同時，也顯示電腦應用在教學中只是增加教師教學及呈現資訊的另一個選擇工具，教師也未深思電腦在知識結構及呈現上產生的影響力，因此對目前之傳統教學尚未產生嚴重的衝擊，我們應藉此機會推動以人及生態文化為本的教育理論。

In digital age, the relationships between modern technology and knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the disciplines, rationality and the like undergo various stages of changes. In field of philosophy of education, what would happen when we take on new ICT (information and communications technology) as main transformational vehicle of knowledge in school systems or other form of education? Thus, the researcher conducts interviews with about 25 primary and secondary school teachers who are responsible for computer programs in his (her) schools. The researcher intends to find out what these teachers conceive in meaning of digitized information, its defintion, as well as the differences between traditional and computer teachings as they perceive; what they conceive as the influence of computer teaching in students learning. We found that, in our educational system, computer learning is just one more technique for students to familiarize in terms of storing and retrieving information as well as a means of entertainment. Besides, all teachers who were interviewed strongly maintained that the present of teachers in classroom are necessary. Thus, I would argue that while the western influence has not invaded our school system completely, we would hold some valuable traditional teachings that are culturally and ecologically sustainable.