[ 摘要 ]
本研究旨在探討平地原住民學童數位落差現象的形成因素，以質化研究方法進行本研究，希望從研究個案的學習環境與資訊學習歷程中，探察影響數位學習的原因，並能夠找到改善數位落差的方法。
本研究經資料蒐集、分析、歸納及演譯後，發現造成平地原住民學童數位落差的影響因素有：
一、研究個案的資訊基礎能力不足，導致資訊運用缺乏動機。
二、家長對資訊科技的負面概念影響，使研究對象的使用動機匱乏。
三、電腦圖示的干擾及學習障礙，造成研究對象資訊學習上困難。
四、家庭經濟因素及父母資訊素養不足，導致資訊設備購置問題。
而數位落差現象也會因為以下的因素獲得改善:
一、充實學校資訊相關設備，提供更多的使用機會。
二、同儕給予協助及鼓勵與老師資訊科技融入教學推動。
三、提供簡單易懂的學習課程安排。
四、教授生活實際運用得到的資訊技能。

[ 英文摘要 ]
This study explored factors caused digital divide of aboriginal students who moved out of their tribes. A qualitative approach was applied to investigate participants’ learning environment and the process of information learning in order to find out reasons that influenced digital learning and methods that might improve digital divide.
After data were collected, analyzed, induced, and deduced, the researcher found factors that influenced digital divide of the interviewed aboriginal students included:
1. Participants’ shortage of basic computer abilities resulted in their low motivation to use computer.
2. Participants’ parents were negative to informational technology, and that impacted participants’ motivation to practice computer abilities.
3. Interference resulting from computer icons and participants’ learning problems produced impediments to learning of computer skills.
4. Financial difficulties and parental information literacy led to parents’ unwillingness to purchase computer equipments or facilities.
In light of these findings, recommendations were suggested as follows to improve digital divide:
1. Equip computer related facilities at schools to provide more opportunities for students to access computers.
2. Provide peer assistance and encouragement as well as teachers’ instruction integrating with information technology.
3. Provide readily understandable curricula of computer abilities.
4. Teach practical computer skills that are useful in students’ daily lives.