國小教育面臨著推動數位轉型的重大挑戰，檢視台灣資訊教育發展背景，可以發現歷年來教育部推動政策與基礎建設下的成果有目共睹。由於資訊組長職務具特殊性：需負責校園硬體設施的運作管理，網管技能與電腦專業知識更讓資訊組長除教學外，也承擔學校資訊教育推動上的壓力。這多重身份之挑戰在於：如何兼顧教學品質與設備維護安全的平衡。
本研究以質性研究訪談法選取12位曾任或現任之國小資訊組長為研究參與者，資料分析主要運用Nvivo 14進行編碼。研究主題為國小資訊組長的個人學習特質與學習路徑發展，並提出未來人力培養等相關建議。
研究結果發現：1.資訊組長面臨的工作挑戰包含：行政庶務繁忙、職務代理不易、資訊設備借用負擔、未有良好銜接歷程。2.自身能力特質可供教師借鑒包含：自學能力強、網管基本能力、溝通社群力強、對新事物有熱忱。3.將企業理論於資訊組長培訓：建立各校資訊組長標準作業程序（SOP）、各縣市新進資訊組長教育訓練、建立資訊組長師徒制，提高學校的數位轉型效能。

Primary education in Taiwan faces significant challenges in promoting digital transformation. A review of the background of information education development in Taiwan shows that the results of policies and infrastructure improvements driven by the Ministry of Education over the years are evident. The role of Information Technology Coordinators in schools is distinctive as they are responsible for managing campus hardware operations and possess network management and computer expertise. Beyond teaching, they also bear the pressure of advancing information education in schools. The challenge of this dual role is to balance teaching quality with the maintenance and safety of equipment.

This study employed qualitative research methods, selecting 12 current and former primary school Information Technology Coordinators as participants. Data analysis was primarily conducted using NVivo 14 for coding. The research focuses on the personal learning traits and developmental paths of Information Technology Coordinators and offers suggestions for future personnel training.

The findings reveal:

1. Information Technology Coordinators face work challenges including a heavy administrative workload, difficulty in delegation, burdens associated with lending out information equipment, and the absence of a smooth transition process.
2. Personal abilities that can be emulated by teachers include strong self-learning skills, basic network management capabilities, effective communication, and enthusiasm for new things.
3. Application of corporate theories in Information Technology Coordinator training: Establishing standard operating procedures (SOPs) for coordinators in each school, educational training for new coordinators across different counties and cities, and implementing a mentorship system among coordinators to enhance the effectiveness of digital transformation in schools.

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