本研究旨在瞭解澎湖縣國小低年級教師運用電子繪本融入教學之現況，因澎湖地處邊陲之離島地區，學童所獲取的學習資源與都市地區比較之下相對匱乏，期望藉由此研究發掘澎湖縣國小低年級教師運用電子繪本融入教學之困境，提供教育行政單位作為推廣電子繪本教學之參考。本研究以改編之「澎湖縣國小低年級教師運用電子繪本融入教學實施現況調查問卷」為研究工具，針對澎湖縣國小低年級教師進行普查，並探討不同個人背景變項及學校環境因素在運用電子繪本融入教學之差異性，進一步探究教學實施方式與電子繪本教學價值看法、實施困境之相關性。獲致研究結論如下：一、教師對於運用電子繪本融入教學之價值持正面態度，多數教師曾運用電子繪本融入教學，但頻率偏低。二、不同性別之教師其電子繪本融入教學實施方式呈顯著差異，女性教師運用電子繪本融入教學的頻率比男性教師更高。三、學校支持度及參與學習社群經驗，在其運用電子繪本融入教學上呈顯著差異。其研究成果可供政府及學術界未來施政或研究之參考。

The purposes of this study were as follows: first, to realize the current situations of elementary school teachers integrating electronic picture books into instruction in Penghu County. Second, to explore the differences between electronic picture book integration into instruction among teachers with different environments and backgrounds. Finally, to investigate the correlations of teaching implementation, opinions on educational value, and teaching difficulties. The following conclusions were made: 1. Lower grade teachers had positive opinions on electronic picture books integrated into instruction. 2. Teachers of different genders had significant differences in the implementation of integrating electronic picture books into instruction. 3. Significant differences in the implementation of integrating electronic picture books into instruction existed between school support and the professional learning community.