武漢肺炎（COVID-19）的震撼教育震天嘎響，教育單位如臨大敵，戒慎恐懼。在此之際，各種在家學習、停課不停學的線上學習模式應運而生。然而，此時大家才意識到，原來科技的基礎建設與運用能力（科技接受）如此重要，許多學校在停班、停課後，紛紛以視訊、線上學習的模式進行課程，大大地顛覆了傳統的教育方式與思維。事實上，自翻轉教室理論提出後，民間推動不遺餘力，學校反而像是跟隨者，急起直追。本文綜整相關文獻，建構小學的科技力構面與指標。研究結果發現，學校科技力可由科技效益（B）、行政科技化（A）與科技素養化（A）等3個構面及14個衡量指標所構成，即學校科技化BAA模型。經由問卷調查分析發現，非營利組織對於科技接受的認知，肯定科技接受可以提高學校行政之工作效率、提升教學內容品質與協助營造更專業的學習成長環境等，其具體效益更表現在學校的科技有用性之滿意度、科技支援性即推廣之可行性與科技之易用性，進而提升學校效能。學校的科技化是必然趨勢，而且牽動著學校各個層面的經營與管理效能。本研究結果可以做為學校導入科技工具與實施科技教育成功的指標量測參考，對於強化學校經營、課程規劃、學校行政科技化與親師生互動溝通e化等，提供一個有利的學術理論基礎。

Wuhan’s pneumonia (COVID-19) shocked the educational institutes as afraid as confronting a giant enemy. On this occasion, various online learning modules of studying at home and suspending classes have emerged. However, it was only at this time that everyone realized that the original technology infrastructure and application capabilities (as called Technology Acceptance) were so important. Many schools used courses such as video and online learning after suspension of classes, which greatly subverted traditional education methods and thinking. In fact, since the theory of flipping classrooms has been put forward, the public has spared no effort to promote it. Instead, the school is like a follower, catching up in a hurry. This study integrates the relevant literature, constructs the elementary technology facets and indicators of primary schools, collects data through questionnaire surveys, uses structural equation models for testing, statistics, and quantitative analysis, and attributes the elements, facet relevance, and intermediary effects of technology factors with regression predictive. This approach found that school science and technology can be composed of 3 constructs (Benefits of technology, technological Administration, technological Accomplishment as technological school BAA-model) with 14 measurement indicators. Each construct is highly correlated and has an indirect intermediary effect. In other words, school science and technology is an inevitable trend and it affects the school. Operational and management effectiveness at all levels. The results of this research can be used as a reference for the measurement of technological forces indicators in schools, and provide a favorable academic theoretical basis for strengthening school management, curriculum planning, school administrative accounting and interactive communication between teachers and students.