本研究選擇一所臺北市的公立幼稚園以行動研究法探討現場教師將資訊科技融入教學的各種方案。資料蒐集採錄影、錄音、訪談、和觀察等方式。研究發現： 一、規劃資訊科技融入幼稚園主題教學時，可以依循：三項省思準則、八個融入時機點、五項製作幼兒故事簡報之考量點、四項開放電腦角之原則。 二、本研究進行資訊科技配合討論、說故事、遊戲和電腦角等方式可以引起幼兒的學習興趣、熱烈討論、創意力發揮。幼兒喜愛這項數位教具，也清楚自己從中所學的知識。

The Taiwanese government has executed a number of policies to encourage teachers to integrate the information and computer technology into instruction at various levels of education. However, teachers at the kindergarten level seem to be ignored. Some research studies have been done to understand how to integrate information and computer technology into kindergarten. This research has developed out of the recent concern in Taiwan with integrating computers into the early childhood curriculum. The aim of this study is to explore an early childhood teacher’s experiences of designing and integrating information and computer technology at a public kindergarten in Taipei. Findings are categorized into different topics, such as: approaches for integrating technology into kindergartens through the use of thematic instruction, design and digital materials created for young children, the reaction of young children toward the technology, and the behavior of young children at the computer corner. Based on these findings, the following conclusions are drawn： (1) Eight contexts are suggested to integrate information and computer technology into the early childhood instruction. (2) Technological alternatives are suggested for teachers to use in leading the class discussion, telling stories, implementing a competition and setting up a instructional corner. (3) Young children love the computer and retain the information presented by the software.