本研究銜接理論與教學現場的實務，探討國小教師運用數位載具融入藝術教學的因素、歷程、挑戰與轉化策略，採用個案研究法，選取四位參與者。研究結果顯示，外在因素如行政支持、政府政策，內在因素如個人特質、數位素養，皆影響數位教學轉化。在數位融入藝術教學過程中，教師採取因地制宜的方法，以學生為中心，使用分組學習模式，並分批次解說教學步驟。教學過程中的困難包括數位內容多變、教師人力不足等，仰賴教師專業知識成長，並受到潛在課程文化影響，因此採取多樣化的教學策略，如教材數位轉化、多元評量等，並隨時根據學生表現，調整教學內容與方式。提供教師在數位教學設計與轉化策略上的經驗，並解決設備不足的替代方案等，促進專業成長。

This study bridges theory and practical teaching by exploring the factors, processes, challenges, and transformation strategies of incorporating digital devices into art education by elementary school teachers. A case study method was used, selecting four participants. The results show that external factors, such as administrative support and government policies, and internal factors, such as personal traits and digital literacy, influence the transformation of digital teaching. During the process of integrating digital devices into art education, teachers adopted a student-centered approach, tailored to the context, using group learning models and explaining teaching steps in phases. Challenges in the teaching process included the variability of digital content, insufficient teaching manpower, and the reliance on teachers’ professional knowledge growth, as well as the influence of hidden curriculum culture. Therefore, teachers employed diverse teaching strategies, such as digital conversion of teaching materials, multiple assessments, and adjusted teaching content and methods based on student performance. The study provides valuable experience in designing digital teaching strategies and offers alternative solutions to address equipment shortages, promoting professional development.