近年來數位落差的議題被熱烈的討論，政府也大規模普查，並投入資源補救，但在教育最基層的國中小教師卻鮮為人提起，教師的數位落差確有其討論的必要性，本研究將國中小教師的數位落差程度、資訊科技素養和其資訊融入教學態度的相關文獻加以統整，以基層的觀點，對改善國中小教師數位落差和資訊融入教學環境提出幾點建議，以供國中小教師和主管機關參考。對主管機關的建議：政府編列了許多預算來購買資訊設備，以彌補城鄉差距，例如：偏鄉數位機會中心政策，但空有設備，卻缺乏人力，無人維護、無人使用，加上資訊設備的淘汰速度，這些預算很多不是花在刀口上，應注重人力的培養、基礎的建設及後續的維護三方面，就像使用滴灌式（drip irrigation）種植作物一般，用相同的水量給予持續性的照顧；對國中小教師的建議：對現今的國中小教師來說，各種資訊設備及網路的近用問題已不存在，必須改變的是觀念，面對「網路的原住民」，可以先充實自身的資訊科技素養，並思考以創新的方式教學，真正發揮資訊融入教學的價值。

In recent years the issue of digital divide has been highly discussed and at the same time the government has put efforts on extensive surveys as well as the resources implementation. However, little has been mentioned in the area of the compulsory education. It is essential to pay attention on the issue of the digital divide especially on the role of the teachersof compulsory education. This study will integrate relevant documents and literature of the level of teachers’ digital divide, information literacy and attitudes towards information technology integrated into teaching. From the basic point of view, the researcher proposes some suggestions in improving digital divide of the teachers of compulsory education andinformation technology integrated into teaching for the references of the authority and the teachers’ of compulsory education. First, suggestions for the authority: The government compiles a lot of budgets to purchase information equipment in order to fill up the gaps between cities and countries. For example, the policy of the digital chance center in rural areas provide equipment but lack manpower, maintenance, and go out of use; in addition, due to the fact of the speed of eliminating information of equipment. These budgets spend little at the crucial point; hence, the cultivation of manpower, the construction of the foundation and the follow- up maintenance, these three respects, should be paid attention, just as using the drip irrigation to plant crops generally, and offer constant treatment with the same water yield.Second, suggestions for the teachers of compulsory education: Questions of different information equipment and the recent problems of the usage of network are not existing for nowadays teachers of compulsory education. However, it is essential to change concepts on this issue. Facing the idea of “the aboriginal of the network”, teachers can enrich information technology literacy and think carefully the innovating way of teaching in order to give play to information to incorporate the value of teaching.