本研究是臺灣北中南東四區域之國小特殊教育教師為研究對象，採隨機抽樣 方式，利用自編之網路問卷探討目前國小特殊教育教師在使用平板電腦於教學上 的情形、想法與態度。以教師之個人背景變項對於使用平板電腦於教學上之經驗、
態度、困境、需求的現況做描述性統計、單因子變異數分析、獨立樣本t考驗及 重要與表現程度分析法的IPA分析。本研究主要結果如下：
1.資源班教師在平板電腦使用經驗層面的施行總分上顯著低於特教班教師及 巡迴班教師且態度層面的施行總分上顯著低於巡迴班。
2.平板電腦「未曾使用者」在經驗層面、態度層面、困境層面、需求層面的 施行總分上皆顯著低於其他三種使用經驗者且在困境層面的重要程度總分 上顯著低於「使用未滿1年者」。
3.國小特殊教育教師31歲-35歲組在平板電腦使用態度層面的施行總分顯著 低於25歲-30歲組。
4.國小特殊教育教師對於課程設計及教學法創新運用部分意願較低（IPA分 析為低施行低重要）。
5.教師偏重教室內軟硬體的建置，重視平板電腦資訊技術的運用（IPA分析 為高施行高重要）。
最後依據研究結果，提出四點建議，共未來教育相關單位之參考。

This study investigated teachers’ experiences and attitudes towards using mobile devices in special education. Participants were from different areas of Taiwan. They answered internet questionnaires, which included the using experiences, their attitudes, their difficulties and needs, as well as their personal characteristics, including area of schools, gender, age, year of teaching, types of class, and experiences of using tablet computers. Major results were as following: 1. There was a significant difference between resource room program and self-contained special education class, as well as itinerant resource program in the level of frequency for using experiences, with resource room program being the lowest score. 2. For those who never using tablet computers in teaching, they have the lowest scores on the level of frequency for using experiences, attitude, difficulties and needs. 3. On the level of frequency on attitude, age group of 31-35 years old was significant lower than age group of 25-30 years old. 4. When using IPA analysis, adopting tablet computers in curriculum and creative strategies in teaching were the least important. 5. When using IPA analysis, the most important needs were the equipment setup, and computer techniques support. Discussions and suggestions were presented.