數位落差的問題是現今政府著力甚深的重點之一，因為它可能是造成教育機會不均等的新興因素。然而，在觀察我國國中教育現場與教學上使用數位資源的情形，我認為缺乏「數位落差」與學業成績產生關連的基礎。為此，本研究以臺灣教育長期追蹤資料庫（TEPS）第一波與第二波調查中的國中學生為樣本，分析他們使用電腦與網路的情形對於其學業成就的影響，以檢視我國國中階段學生的數位落差與其學業成就之間的關係。 分析結果顯示：由於我國國中教育階段運用電腦與網路於教學的情形甚低，如果學生使用電腦的時間越長，不論其使用型態為何，都不利其學業成績，原因為使用電腦與網路將排擠學習時間，不利於學習成就。另外，數位資源運用程度與社經背景並無系統性關係，顯示社經階層間數位落差並不明顯，反而是教育程度較高的家長，會限制其子女使用電腦與網路。 The problem about digital gap is one of many things that the government is working on because it is likely to be a new factor to result in inequality of educational opportunity. However, by observing the educational scenes in junior high schools and the use of digital resources in teaching, I doubt that there is a relationship between digital gap and academic achievement. Therefore, with the junior high school students from Taiwan Education Panel Survey as samples, I analyze the effect of their using computers and Internet on their academic achievement, which could examine the relationship between digital gap and academic achievement. Because the applying computers and Internet to teaching in junior high schools wasn’t frequent, the result shows that the more time the students spend on using computers, no matter what type it is, the worse their academic achievement is. This is because using computers and Internet would occupy their learning time, which has a negative effect on their academic achievement. In addition, there isn’t any systematic relationship between the frequency of using digital resources and socioeconomic backgrounds. This reveals that the digital gap among different socioeconomic backgrounds isn’t obvious. Instead, the parents with higher educational degree would restrict their children to the use of computers and Internet.
