||本研究旨在探討國民小學教師在資訊科技融入教學之使用層級現況，且比較不同背景變項在使用層級上之差異情形。本研究採問卷調查法，研究對象為全台灣公立國民小學的班級導師，採用分層隨機抽樣方式，研究工具為「資訊科技融入教學使用層級量表」。正式問卷於2006年10月寄發，共得有效樣本1519份。資料經由統計分析，結果顯示目前國小教師在資訊科技融入教學的使用層級以「整合－機械化」為最高，且因學校所在地、學校規模、是否為資訊種子學校，以及教師的性別、婚姻狀況、最高學歷、資訊相關研習時數，及每週使用電腦時數而有差異。最後，本研究根據主要的發現，分別針對教育行政機關與學校單位提供具體的建議，俾有助於資訊科技融入教學之推廣。The purpose of this study was to investigate the levels of use of elementary school teachers' information technology integration into instruction, and to compare the differences of demographic variables on the levels of use. This study adopted the questionnaire survey method. The subjects were public elementary school teachers in Taiwan selected by stratified random sampling. A "levels of use of information technology into instruction" questionnaire was used in this study. Questionnaires were sent to the subjects in October, 2006. In all, there were 1,519 valid subjects. The data were then analyzed and the results indicated that elementary school teachers' current state of information technology into instruction was at the level of "integration-mechanical". Moreover, differences existed in terms of schools' attributes, such as location and size, as well as teachers' attributes, such as gender, marital status, educational background, hours of training, and hours of technology use per week. Based on the major findings, this study provided relevant suggestions to educational administration and to school authorities so as to promote the diffusion of information technology into instruction.