本研究以一所國小為個案，探討教師實施數位教學之情形，包含教師對數位教學的看法與執行態度、實施現況，以及所面臨的困境與因應策略。研究採用個案研究法，透過訪談9位具備數位教學經驗且職務不同的教師，並輔以相關文件資料進行分析，深入了解教師實施數位教學之實況。
研究結果顯示，個案教師普遍認同數位教學的實施價值，對其抱持正向態度，並因其帶來之教學效益而具備實施意願。教師傾向於將數位教學運用於進度壓力較小的課程，惟設備取得難易與備課困難程度會影響其投入程度與實施情況。
在實施現況方面，教師已透過數位教學有效達成多項教學目標，包括提升學習動機、落實適性教學、促進創造思維、增加練習機會、提升成就感及培養自主學習能力。教師應用數位教學多聚焦於練習型、創作型與資料蒐集型三類型，並強調步驟式引導策略，整體而言對學生學習興趣與成效具有正面影響。
針對教師面臨的挑戰與因應策略，研究歸納出五大層面：
（一）政策層面：教師面對四項主要困境，包括增能研習欠缺實作性、設備與網速不足、軟體操作不易及政策推動誘因不足。建議應強化實務培訓、提升設備與網路品質、開發簡易軟體並提供教學影片、加強政策宣導與培育種子教師。
（二）學校行政層面：教師反映橫向協作與縱向支持皆不足，應建立協作網絡與教師專業成長機制，以強化行政支持。
（三）教師教學層面：教師同時面臨設備問題與備課壓力，應透過提升專業自主性與善用科技工具，以減輕教學負擔。
（四）學生學習層面：學生容易分心且數位能力差異大，建議透過課程管理、教學設計與校本課程整合數位能力來因應。
（五）家長支持層面：教師與家長在數位素養與教育價值觀上存有落差，需透過加強溝通與宣導以促進理解與支持。
本研究根據上述發現，針對教育主管機關、學校行政單位、教學實務層面、學生與家長支持系統，提出具體建議，以作為後續推動數位教學之參考。

This study explores the implementation of digital teaching by elementary school nine teachers at a case study school. The research investigates teachers’ perspectives and attitudes toward digital teaching, the current status of its implementation, and the challenges encountered along with corresponding coping strategies.
Adopting a case study methodology, the research collected and analyzed data through interviews with nine teachers of different roles who have experience in digital teaching, supplemented by relevant documents. The findings are summarized as follows:
1.Teachers at the case school generally recognize the value of digital teaching and hold positive attitudes toward its implementation. Their willingness to adopt digital teaching mainly stems from its perceived benefits. Teachers tend to apply digital teaching in courses with less pressure on pacing. However, accessibility to equipment and the challenges in lesson preparation influence their willingness to implement it.
2.Teachers have effectively achieved six teaching goals through digital instruction: (1) enhancing student motivation, (2) implementing differentiated instruction, (3) fostering creative thinking, (4) providing opportunities for repeated practice, (5) increasing students' sense of achievement, and (6) cultivating autonomous learning. Digital teaching practices focus on three types: practice-based, creative-based, and information-gathering. Step-by-step instructional strategies are highly valued. Overall, digital teaching has shown a positive impact on students’ learning interest and sense of accomplishment.
3. This study explores five key dimensions of the challenges encountered by teachers when implementing digital teaching, along with corresponding strategies: ministry of education policy level, school administration level, teaching practice level, student learning level, and parental support level. (1) Teachers face four major challenges at the policy level, including: the need for practical, hands-on professional development programs; insufficient equipment and inadequate internet speed; the lack of simple and user-friendly software with instructional videos; and limited policy promotion and incentives. Coping strategies include offering practical training, increasing hardware availability and network capacity, developing more accessible software with tutorial support, conducting awareness campaigns, providing incentives, and cultivating seed teachers to lead implementation. (2) Teachers encounter a lack of both horizontal and vertical support from school administration. It is recommended that schools establish collaborative and capacity-building mechanisms to support digital teaching implementation. (3) Teachers experience dual pressures from equipment-related issues and the complexity of lesson preparation. Enhancing teachers’ professional autonomy and leveraging technology as instructional support are key to reducing teaching stress. (4) Teachers report challenges such as student distraction and wide disparities in digital competence. Solutions include effective curriculum management, thoughtful instructional design, and integration of digital competence into school-based curricula. (5) There are gaps between teachers and parents in terms of digital literacy and educational values. Addressing this requires active communication and promotion to enhance parental understanding and support for digital teaching.
Based on these findings, the study offers practical recommendations for educational authorities, school administrators, teachers, student support systems, parental engagement, and future researchers.