本研究旨在探討臺南市國小教師在數位教學上的融入程度，以及其對應於 SAMR 模型各階段的應用情形，並進一步分析影響教師數位教學實踐的相關因素，以了解數位融入與 SAMR 模型之間的關聯性與預測力。
本研究採用問卷調查法，研究工具為自編之「臺南市國小教師數位融入程度與 SAMR 模型應用層級調查問卷」，並採分層抽樣與立意取樣方式進行樣本選取，依照學校總班級數將臺南市各國小分類為大型、中型與小型學校進行抽樣調查。本研究共抽樣12所學校，共發放問卷予165位教師，最終回收有效問卷162份，有效問卷回收率為98.1%。所得資料以描述性統計、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關分析與多元迴歸分析等統計方法進行處理，並據以提出研究結論：
一、臺南市國小教師具中等程度之數位融入。
二、臺南市國小教師之 SAMR 模型應用層級為中等階段。
三、不同背景之臺南市國小教師在數位融入有部分差異。35 歲以下之教師在「個人面」與整體數位融入程度的表現較佳；教學年資 5～10 年之教師在個人面的表現較突出；服務於 6 班以下小型學校之教師，無論在個人面、學校面、政策面或整體數位融入程度上，皆有較佳之表現。
四、不同背景之臺南市國小教師在SAMR 模型有部分差異。36～45 歲之教師在「增強」的表現較佳，35歲以下之教師在「修正」、「重新定義」與整體 SAMR模型皆有較佳的表現；教學年資 5～10 年之教師在增強、修正、重新定義與整體SAMR模型，皆有較佳之表現。
五、臺南市國小教師數位融入對其 SAMR 模型具有部分預測力。個人面對SAMR 模型的所有階層皆達顯著水準；學校面對SAMR 模型的修正與重新定義階層達顯著水準；政策面對SAMR 模型的替代階層達顯著水準。
最後根據結論，本研究提出相關建議，以供教師、學校、政府機關以及未來研究之參考。

The purpose of this study is to investigate the level of digital integration among elementary school teachers in Tainan City and their application of the SAMR model, as well as to compare the differences in digital integration and the SAMR model across teachers with different background variables. Furthermore, the study examines the relationship and predictive power between digital integration and the SAMR model. A purposive sampling method was adopted, and a total of 162 valid questionnaires were collected from 12 elementary schools in Tainan City. The findings are as follows: (1) Elementary school teachers in Tainan City demonstrate a moderate level of digital integration. (2) The application of the SAMR model among elementary school teachers in Tainan City is at a moderate stage. (3) There are partial differences in digital integration among elementary school teachers in Tainan City with different backgrounds. (4) There are partial differences in the application of the SAMR model among elementary school teachers in Tainan City with different backgrounds. (5) Digital integration among elementary school teachers in Tainan City has partial predictive power for their application of the SAMR model.

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