行動載具普及之後翻轉教學概念興起，教育學者相信數位化創新教學工具應該可以做為偏鄉地區提升教學品質的工具和策略。本文探討偏鄉數位化創新學校的“教”和“學”指的就是教師在運用網路科技進行的教學方式和學生運用行動載具的學習行為。從104年六所偏鄉地區學校執行過程中進行質化和量化的研究，將目前偏遠地區學校在進行數位化創新教學的過程、現象、問題、困難和建議。教育科技發展神速應可以補足傳統教學的不足，為提高偏鄉地區教學品質教師適度應用資訊科技做為輔助教學工具應有其必要，本文針對現今偏鄉地區推動數位學習創新教學所觀察到存在學校、行政人員、老師、家長和學生的現象，做了幾點論述；也歸納對未來數位化創新教學可能執行的模式提出淺見，並對未來偏鄉學校老師進行數位化教學提供可行的建議。

With the popularization of mobile devices, the concept of flipped innovation teaching has been raised. Educational researchers and scholars believe that information technology and teaching tools should be used to improve teaching quality in the rural areas. This paper explores the teachers' ＂teaching＂ and students' ＂learning＂ of the schools in the rural areas. It refers to the teachers 'teaching methods and the students' learning behavior using the Internet technology. The process, phenomenon, problems, difficulties and suggestions of digitalized teaching in rural areas were studied both in qualitative and quantitative research on six rural schools. In order to improve the teaching quality of teachers in rural areas, it is necessary to use information technology as assistant teaching tools. By promoting the digital learning and teaching innovation in the rural areas schools, some findings of phenomena amount teachers, parents, students and students were analyzed. The paper also puts forward some suggestions on the possible future implementation of digital teaching, and provides some feasible suggestions for the rural area teachers in the future.