偏鄉國小由於地理位置及學生人數較少，教學資源及經費不及都市國小，學習容易造成城鄉差距；因此，本研究運用智慧型手機，藉由數位說故事融入在地文化課程教學，解決以往偏鄉在地文化課程學習成效不佳的問題。學生透過數位說故事的製作，建構在地文化認知。本研究採用行動研究，探討學生在製作數位說故事的教學活動後，對在地文化的學習成效與認同感。研究結果發現，學生透過在地文化真實情境中學習，運用智慧型手機攝影素材並製作數位說故事，其大部分學生之學習動機、學習態度、課程滿意度良好。在學習成效方面，各項前、後測量化數據皆達顯著差異，尤其是學習弱勢的學生進步幅度最大。結果顯示，此教學方式不僅能提升學生對於在地文化的認知，也能縮減學生之間的學習差距。另外，從質性資料分析學生作品，其表現超出個別學生之平日水準，顯示以攝影製作在地文化數位說故事的課程方式，確實可提升學生對在地文化的學習成效，亦能增進其對在地文化的認同感。

Educational resources of elementary schools in the rural area are relatively less than those in the urban area due to the far-distance location and small number of students. To improve students’ poor learning outcomes on local culture curriculum, this study used digital storytelling activities using mobile devices to enhance students’ cultural awareness. In this study, students’ learning achievements, local culture awareness, and sense of recognition are investigated through action research. Research results show that the mobile digital story-telling activities have positive impact on the students’ learning achievement, motivation, attitude, and curriculum satisfaction. In terms of the learning effectiveness, the results of the pre-test and post-test of every individual tasks have reached signifi cant differences, especially the students with low learning achievements; and the qualitative evaluation of the students’ projects were better than their daily assignments. In sum, the local culture photographic digital storytelling curriculum designed in this study can increase the effectiveness of students’ learning to local culture, and promote students’ sense of local culture identity.