有鑑於數位媒體將逐漸成為主要的閱讀來源，本研究藉由深度訪談方式瞭解國小教師對於學童數位閱讀資源及其引發學童學習興趣的看法，以瞭解目前學童數位閱讀主要的來源與閱讀興趣。研究結果發現：學童在校數位閱讀資源的來源管道以教師自行編製為主；教師對數位閱讀的態度大多表示贊同且鼓勵，但強調要有師長輔導的必要性；增加學生參與感與互動回饋可提升數位閱讀的興趣與學習成效；自然科學與語文學類是較適合開發數位教材的內容性質；學童數位閱讀的正面效應是能引發學習興趣、培養自我找尋資訊的能力；但缺點是資訊品質掌控不易、擔心沈迷網路與過度聲光刺激減少學童想像力；發展數位閱讀資源需要建置數位資源共享平台、加強既有資源的整合與推廣。

The advent and proliferation of electronic resources have already influenced and changed students’ reading habits. This study has in-depth interviews conducted with elementary school teachers to figure out elementary school students’ learning interest and resources in digital reading. The results show that (1) Most of the digital reading resources for students are collected and organized by school teachers; (2) Most school teachers encourage digital reading activities under instruction; (3) The design of interactive programs to get feedback from students on digital materials can promote learning interest and improve learning effects; (4) Subjects such as science and language are more suitable than others to be developed into digital materials; (5) The advantages of digital reading include inducing learning interest and fostering information-seeking abilities; (6) The disadvantages of digital reading points to diverse information quality and indulgence in the sensuous effects experienced on the Internet that may prevent the stimulation of imagination; (7) To serve the purpose of developing digital reading, authorized platforms are required for sharing and promoting digital resources.