本研究旨在比較網頁設計績優教師和一般教師在背景因素、電腦相關進修、電腦態度、外在環境覺知與教學創新行為上是否有顯著差異。本研究質、量研究法並行；量的部分以設計校園網頁、製作課程網頁、指導學生參與網頁競賽之教師為樣本，依其網頁製作分為參賽得獎(n=134)、參賽未得獎或製作未參賽(n=125)、一般教師(n=181)三類教師。其中參賽得獎教師部分又依其得獎項次分為一項得獎(n=88)、二項得獎(n=30)、三項得獎(n=17)，而與完全未得獎教師(n=305)做比較。從問卷中另外又可將樣本依其電腦教師資格與否分為電腦教師(n=135)與非電腦教師(n=305)兩類教師做比較。這些教師分別接受「電腦進修問卷」、「電腦態度量表」、「教師教學創新行為量表」填答。 量化研究結果顯示，網頁設計績優教師以男性居多、主修以理工背景居多、高職教師多於高中國中小教師；而年齡與任教年資上，績優教師與一般教師則無顯著差異。電腦進修方面，績優教師除了「同儕請益」因素未與一般教師有差異以外，在「主動做中學」、「校內研習」、「校外機構課程」因素，皆顯著高於一般教師。在電腦態度方面，績優教師比一般教師較沒有電腦焦慮、也較喜歡電腦、對電腦較有信心、認為電腦較有用。而績優教師自評之「教學創新行為」亦高於一般教師。此外，績優教師在工作時數、上網時數、校方支持自覺、設備使用便利性、電腦資訊團隊人數上，都比一般教師高；而在校園電腦設備充足度與家庭電腦擁有度上，這兩類教師則無差別。 質化訪談方面，本研究選取三位三項皆得獎教師為訪談對象；其中二位為男性國小教師，這兩位教師符合本研究之量化研究，在電腦態度、主動做中學、創新行為方面皆有較佳之表現；另一位為女性國中教師，該教師電腦進修程度高於其他教師，但在其他方面則與一般教師差異不大。 訪談發現，目前國內教師在進修上面臨著調課補課的問題，在工作過量又無代課教師的情形下，電腦教師往往因為調課問題而羈絆進修。電腦團隊在教學、推廣、減輕工作量上可以有效減輕教師負擔，一般教師之電腦研習也可以利用電腦團隊為種子教師而增進其電腦智能。培育教師製作優質教學網頁可以抽取有教學內容教師密集訓練；或提供簡易套裝模式，讓教師了解如何使用後，再慢慢提昇更高深技巧。目前政策面存有「口號與精神」的做法，致使對資訊教學產生負面影響；而九年一貫課程由於將資訊教育濃縮為一小部份，可能會影響學生學習電腦資訊的能力。 / The purpose of this study was to compare three groups of teachers on their background, computer attitude, ways of learning computer skills, and innovative teaching behavior. The first group of teachers consisted of those who had won at least one award for designing a homepage for themselves or for their school, or for advising students about the design of a website/homepage(n=134). The second group was comprised of those teachers who had homepage design experience but had not participated in or had not won any competition(n=125). The third group of teachers did not have any homepage design experience(n=181). All teachers were administered the "Innovative teaching behavior scale", "Computer attitude Scale", and "Ways of learning computer skills Questionnaire". The results showed that the award-winning teachers tend to be male teachers with science and engineering backgrounds who teach at the vocational high school level. They were also significantly more innovative in their teaching behavior than their counterparts, and significantly less anxious about, and more confident toward, computers. They showed significantly more liking for computers and perceived computers to be more useful. They worked significantly more hours and used the Internet more frequently. More of them felt received support from their school, and that the school’s computer equipment was adequate. They had more colleagues in their work team. There are in general four ways of learning computer skills：learning by doing, attending courses/workshops conducted on campus, attending courses/workshops off campus, and learning from peers. The award-winning teachers had significantly more experiences in learning by doing and attending courses on and off campus, but not in learning from peers. This study also selected three award-winning teachers (2 male, 1 female) for depth interviews. The results tended to validate the Quantitative Study. They did express something more delicate than the Quantitative analysis. For example, they had strong motivation to further their knowledge of using computer as a tool to improve teaching. But in practice, it is difficult for them to get away from work. The workload and the substitute teachers’ pay were only a few examples of the difficulties they faced.