本研究旨在探討偏遠地區數位落差的情況及其因應策略，並探討縮減偏遠地區國小學童數位落差的策略，預防學童在近用電腦與通訊設備不足的因素下造成資訊貧富的差距。研究者在偏遠地區的國小進行一年的研究。研究對象為偏遠地區的國民小學，包括學校、教師、社區、家庭及學生在接近和使用電腦與通訊設備的情況。研究目的在縮減偏遠地區國小學童的數位落差，藉由資料蒐集與分析獲得學校、教師及家長們的需求、透過辦理研習課程提昇教師及家長的資訊能力，最後在課堂中融入資訊科技，藉以提升學生資訊能力。 研究中發現學校的電腦與網路通訊連線設備充足，但是設備汰舊更新速度較慢；教師資訊能力佳，建議應加強應用資訊融入教學的方式；偏遠社區的電腦與網路連線設備不足，因此需加強設備補助與自行簡易維修能力；家庭的電腦與網路通訊連線設備充足，但是家長資訊能力與素養普遍不足；最後應鼓勵偏遠地區家長參與學校資訊研習課程，藉以提升資訊能力與資訊素養，更進一步能夠協助教師進行教學活動或指導孩童學習。

This study aims to explore the digital divide in a rural primary school, in order to prevent the digital divide when the pupils access insufficiently and inadequately information and communication technologies (ICTs). The qualitative research method was used in this study. The usage and access to computers and ICTs of the school, teachers, community, and families were investigated for the purpose of bridging the pupils’ digital divide. The results showed that first the school had enough computers and Internet connection equipment. Teachers’ ICTs literacy was above average perception. Teachers can use computer-integrated instruction to promote the pupils’ information competency but the time and the skills of computer-integrated instruction were insufficient. Second, the community had insufficient computers and ICTs equipment, and needed funding on the equipments and staffs. Finally, the families had enough computers but parents’ ICTs literacy was inadequate. Parents can participate in the ICTs training courses in school and learn to use the online materials to assist pupils' learning.