2002年中，政府擬在中小學推行「電子書包教學」之訊息開始廣泛為新聞媒體報導，帶動社會大眾關注。「電子書包」彷佛是繼教育電視、電腦輔助教學之後，另一個運用科技進行教學的里程碑。然而，本論文認為，不可一昧地將電子書包的出現和發展視為理所當然，而應探討其發展歷程和影響其中轉變的權力（即政治）運作，方能瞭解電子書包問世和停滯的問題所在。 不同於過去文獻探討教學科技發展時，多著重教學科技的工具性角色與其影響，忽略了科技發展所牽涉的社會條件與社會關係運作，本論文採取科技與社會相互建構、共同構成一個整體的立場，並採取「科技框架」為研究概念、個案研究作為研究方法，分析電子書包的意義如何在社會與科技相互建構的過程中產生和轉變，以及其中的權力運作意涵。以此探討社會運作如何影響電子書包發展，也看社會和科技構成的整體又如何賦予或限制社會運作。 研究分析發現，整體而言，提倡或早期採用電子書包的社會團體成員，出自對創新科技運用的認同，仍將電子書包定義為用來達成教學／學習目的「工具」並重視討論其影響和應用方式；電子書包在官方與學界聯手推動下，進一步被界定為中小學生的學習工具，卻受到「電子書包」名稱蘊含的符號意義所限制、引發相關社會、教育爭議，為研究和推動工作帶來社會干擾和壓力，反限制原行動目的，於是便再欲以「行動學習載具」再正名，希望主導電子書包的「正確定義」。 然而，電子書包或說行動學習載具，雖透過教學實驗，讓更多相關社會團體開始互動，其各自對電子書包的定義和問題界定仍存在諸多岐見，相關行動者的行動或互動反而朝各自重視的方向進行、優先解決各自重視的問題，例如政府機關未能解決利益衝突問題而暫緩擴大實施、研究人員聚焦於完成研究工作、硬體廠商開發新市場以解決獲利問題等。也就是說，電子書包的定義要由具詮釋彈性到逐漸穩定下來、形成某種具共識的雛型、達到理想，仍待許多努力。行動者的各自的科技框架、市場利益、電子書包與教學情境的互相形塑，皆實際影響、限制了行動者選擇硬體的條件，甚至限制行動教學順利進行。

摘 要 本研究旨在探討不同背景之國小教師，對於國民小學實施電子書包之相關意見以及教學應用模式的需求情形。本研究採便利取樣方式，選取桃園縣20所公立國民小學之全校教師為調查研究對象，進行問卷調查，樣本總計有761名，回收有效問卷共計719份。並以百分比與次數分配、單因子變異數分析、獨立樣本t考驗和卡方考驗等統計方式分析處理相關資料。調查研究重要結果如下： 一、國小教師認為支持實施電子書包最重要的理由是「培養學生運用現代化科技、資訊的能力」以及「提供較傳統教學更快速、便捷、多元與可重複性的學習資源服務」。 二、國小教師認為電子書包最適合的教學型態是「電子書包搭配教學」及「電子書包輔助教學」。而電子書包最適合實施的年段則是「高年級」。 三、國小教師認為電子書包最適合的重量是「1500∼1001公克」或「1000∼501公克」。最適合的螢幕大小是「11-15英吋」。而最適合的價位是「10000-5001元」或「5000元以下」。 四、國小教師認為，目前實施電子書包最有利的因素是「電腦及資訊網際網路日益普及，已能符合國小學童的能力使用」。而最不利的因素則是「電子書包的價格昂貴，大多數家長無法負擔」。 五、國小教師認為，「同步電子筆記教學應用模式」最適合的是「社會學習領域」及「語文學習領域」；「同步解題教學應用模式」最適合的是「數學學習領域」；「分組專題簡報教學應用模式」最適合的是「社會學習領域」、「自然與生活科技學習領域」以及「語文學習領域」；而「班級閱讀教學應用模式」最適合的是「語文學習領域」及「社會學習領域」。 六、不同背景之國小教師對於電子書包的支持度、適合的教學型態、重量、螢幕大小、價位、實施年段以及適合的教學應用模式等，大多有顯著差異存在。 另本研究根據研究結果提出數點建議以供參考。 關鍵詞：電子書包、高互動教室、網路教學、傳統教學 / Feasibility Study on the Implementation of Electronic Schoolbag based on Elementary School Teachers’ Opinions. Liu-Chin Hu Abstract The research is mainly to explore relevant opinions and the needs in the applied teaching mode of elementary school teachers with different backgrounds regarding the implementation of electronic schoolbags in elementary schools. This research utilized an convenient sample selection method by choosing all teachers within Taoyuan County’s 20 public elementary schools as research subjects. There were a total of 761 samples and 719 effective questionnaires were received. Statistical analysis using percentage and frequency distribution, one-way ANOVA, independent-sample t-test and χ2 test were conducted to analyze relevant data. The main results of this research were as follows： 1. Elementary school teachers believed that the main reason for supporting electronic schoolbag implementation was to “cultivate students’ usage of modern technology and information technology ability” as well as to “provide more rapid, convenient, multi-varied and repeatable learning resource services”. 2. Elementary school teachers believed that the most appropriate teaching style in the electronic schoolbag mode was to “match the electronic schoolbag with teaching” and to utilize “the electronic schoolbag to assist teaching”; and the most appropriate implementation stage for electronic schoolbags was in “higher grade levels”. 3. Elementary school teachers believed that the most appropriate weight of electronic schoolbags was “1,001~1,500 grams” or “501~1,000 grams”; the most appropriate display screen size was “11-15 inches”; and the most appropriate cost was “5,001-10,000 dollars” or “under 5,000 dollars”. 4. Elementary school teachers believed that the most advantageous factor for implementing electronic schoolbags now was “computers and the information technology of the Internet are becoming more common each day and are already in accordance to elementary school kids’ ability to use them”; and the main disadvantage was due to the “expensive cost of electronic schoolbags in which most families cannot afford them”. 5. Elementary school teachers believed that “synchronizing electronic notebook applied teaching mode” was most appropriate for “societal learning territory” and “language learning territory”; “synchronizing problem solving applied teaching mode” was most appropriate for “mathematical learning territory”; “team project presentation applied teaching mode” was most appropriate for “societal learning territory”, “natural science and life technology learning territory” and “language learning territory”; and “class reading applied teaching mode” was most appropriate for “language learning territory” and “societal learning territory”. 6. Based on different elementary teachers’ backgrounds, there were significant differences in elementary teachers’ opinions on their support for electronic schoolbags, appropriate teaching mode, weight, display screen size, cost, implementation stage and appropriate applied teaching mode. In addition, this research proposed several recommendations based on the research results for reference. Keywords：Electronic schoolbag, high interaction schoolroom, Web-based Instruction and traditional teaching.