本研究分析新移民家庭幼兒在資訊科技融入教學脈絡的學習處境，並思考此模式帶來的學習利基。研究者透過資訊科技融入教學活動之實踐，藉由教學札記、觀察記錄與省思心得之分析和批判，描繪新移民家庭幼兒在資訊學習氛圍的認知圖像。研究結果顯示，新移民家庭幼兒喜歡接觸簡報故事與電子繪本之多媒體教學方式，學習動機與欲望獲得提升；且新移民家庭幼兒在幼教人員的引導與協助下，提供數位學習機會以啟蒙和發展資訊素養與社群意識，增進其在資訊空間的發聲與主體地位。最後，研究者建議幼教人員及相關單位必須正視資訊科技對於新移民家庭幼兒學習弱勢之轉化價值，協助其在機會均等理念的連結下提升與轉化學習地位。

This study was focused on the exploring the learning disadvantages of new immigrant family's young children, and considered the advantages from information technology integrated into instructions. This study was based on the practices of information technology integrated into instructions by researchers, with the analysis and critique of instructional notes, observational records, and reflections, to construct the configuration about information learning for new immigrant family's young children. The results were showed new immigrant family's young children liked to contact the multimedia stories and digital books, stimulating their learning motivations and desires. With the directions an assistances of early childhood educators, new immigrant family's young children could develop their information literacy and community consciousness by the providing of digital learning opportunities, promoting their voices and subjectivity in cyberspace. Finally, the researchers recommended early childhood educators and relevant units need to highlight the importance of information technology for the new immigrant family's young children to learn the value of the transformation to assist its links to the concept of equal opportunity under the upgrading and transformation of the status of their learning.