本研究旨在探究數位化趨勢下我國中小學教育政策之未來圖像，研究目的計有下列五項：（一）探究數位化科技發展趨勢及其對中小學教育之影響；（二）了解主要國家與我國中小學教育數位化相關政策；（三）以「行動學習」為例，探究重要數位化教育政策在我國中小學創新推廣之情形；（四）以「大數據」為主題，探究重要科技趨勢在中小學教育之應用與挑戰；（五）描繪在數位化趨勢下我國中小學教育政策之未來圖像。

　　本研究實際執行時間為五個月，採用文件分析法、專家訪談、問卷調查法及情節分析法等研究方法；研究獲致五點結論：（一）包含行動學習、雲端運算、學習分析、遊戲式學習、開放內容等數位化科技，已實際運用於中小學教育場域中；未來可期趨勢將包含調適性學習、3D 印製、自攜裝置、創客空間、物聯網、穿戴技術、虛擬實境等項；（二）持續投入ICT 於教學與學習是各國共同目標，發展明確具體的實施架構及跨部門合作是政策關鍵；我國中小學未來教育政策重點包含資源投入攸關施政績效、宣導策略決定革新速率、科技知能左右教學品質與數位落差影響學習成效等；（三）國小主任對於行動學習之關切已從「知曉」與「訊息」階層提升為「訊息」與「個人」階層，顯見行動學習政策推廣朝向成熟發展；（四）大數據在十二年國民基本教育之因應作為包含法令規範與彈性配套應完備、資料開放與隱私保護應並重、舊有資料與新設系統應整合、人才培育與領導思維應革新等；（五）我國中小學教育政策未來圖像包含：資料導向的政策決定、開放導向的政策推廣、系統導向的政策管理及品質導向的政策評估。

　　根據以上結論，提出下列三點建議：（一）未來教育政策宜加強科技管理整合、重視教育創新推廣、提升教師專業發展與建立品質保證機制；（二）未來行動學習等教育創新宜重視關切階層，有助持續追蹤政策推行的發展與成效，依不同發展階段採取有效的推廣策略，並尋找合適的變革推動者；（三）規劃建置國家級的整合性教育資訊系統，透過大數據分析，提供證據導向之教育決策參考。

　　The purpose of this research is to explore the future images of our elementary and middle school education policies under the digitalization trend. Therefore, this research comes with five objectives: (1) exploring the development trend of digital technologies and their impact on elementary and middle school education; (2) understanding the policies of digital education at home and abroad; (3) illustrated with "mobile learning", investing the innovative diffusionof major digital education policies in our elementary and middle schools; (4) themed with "big data", seeking the applications and challenges of major technological trends in our elementary and middle school education; (5) depicting the future images of our elementary and middle school education policies under the trend of digitization.

　　This research was proceeded for five months, during which time the research methods of document analysis, interviews, questionnaire and scenario analysis were taken. And this research has come to the following conclusions: (1) the digital technologies including mobile learning, cloud computing, learning analytics, game-based learning, and open content have been applied in the elementary and middle school educational arena, and the future trend to be expected includes adaptive learning, 3D printing, bring-your-own-device (BYOD), makerspace, Internet of things, wearable technology and virtual reality; (2) persistent engagement in the ICT teaching and learning is a common goal of countries around the globe, and specific implementation framework and cross-sectors collaboration is the key to policies, while the major polices of our elementary and middle school education include investing resources to critical administration performance, strategic publicity for decisive innovation speed, technological knowledge to influence teaching quality, and digital gap impact on learning effect; (3) the concerns of elementary school directors have been raised from "awareness" and " informational " to the level of " informational " and "personal", which shows that implementation of mobile learning policies is getting more robust; (4) the response to "big data" in the 12-year basic education includes setup of sound legal regulations and flexible collocating measures, consideration to both data opening and privacy protection, integration of existing data with newly installed systems, talent cultivation and innovation of leadership thinking; (5) the future images of our elementary and middle school education policy include data-based policy making, open-based policy promotion, system-based policy management and quality-based policy assessment.

　　Based on the above conclusions, following three suggestions are proposed: (1) the future education policy should enhance integration of technology management, strengthen educational innovation diffusion, raise teachers' professional development, and establish quality assurance mechanism; (2) the future educational innovation such as mobile learning should look to stages of concern, i.e. follow up with the development and efficacy of policy implementation, take effective promotional strategies based on different development stages, and look for suitable innovation initiators; (3) establish a national-level integrated educational information system, and through the big data analysis to provide reference forevidence-based decision making on educational policies.