本研究目的在於探討台灣不同城鄉地區國小教師的教學信念、實施資訊科技融入教學的數位設備需求符合情形、頻率與教學活動類型是否存在落差現象。研究者發展問卷，以台灣所有國小教師為母群體，區分為都會、市郊與偏鄉三大地區，分層隨機叢集抽樣調查教師在研究變項的反應，有效樣本數為1095 份。研究發現三個不同城鄉地區教師之教學信念趨向一致，而接近八成教師持有以學生為中心的教學信念；其次，偏鄉地區的教師對數位設備的需求不符合情形較高；第三，不同城鄉地區的教師實施資訊科技融入教學的頻率相似，約有五成以上教師經常實施；最後，不同城鄉地區教師實施的教學活動類型沒有差異，不過，多數教師實施講述取向教學活動。整體而言，除了數位設備的需求之外，其餘均未顯示城鄉差距。本研究也發現教師教學信念與相對應之教學活動類型不一致，並藉此推論數位落差可能不存在於城鄉，而存在於不同教學取向的活動類型中。本研究建議，未來在充實數位設備之同時，除了考慮偏鄉地區教學需求外，宜需提出相對應之教學活動計畫，也建議未來研究進一步瞭解不同城鄉地區國小教師採行教學活動類型以及教學信念與教學活動類型不一致之因素，並探討教師運用資訊科技融入教學之不同活動類型對學生的學習而言是否也是存在著數位落差之現象。

This study serves to determine the differences, between rural, suburban, and urban regions of Taiwan, in teachers’ beliefs about teaching as well as in technology integration, which consists of the needs of technology equipment for instruction,frequency of technology use and types of teaching activities. A survey was conducted to collect data from 1095 elementary school teachers coming from three regions, following the stratified random cluster sampling method. The study reveals no significant difference between three regions in teachers’ beliefs about teaching,frequency of technology use, and types of teaching activities, while there is significant difference in the needs of technology equipment for instruction. The analytic results indicate that teachers in rural region feel more keenly the insufficiency of technology equipment than the teachers do in the other regions. The study also reveals that about 80% teachers hold student-centered teaching belief and over half of teachers reported that they implemented technology integration activity more than one-to-three-period class times per week. It is surprising that most teachers implemented lecture-based teaching activity. The study shows that corresponding projects and the required technology equipment for instruction should be presented when government provides technology infrastructure, especially for rural school teachers. The study indicates that future study can explore the factors influencing teachers’ decision on adopting a variety of teaching activities, and inconsistence between teachers’ beliefs about teaching and the types of teaching activities. Future study can also determine if, regarding students’ learning, digital divide exists between various types of activities of technology integration.