21世紀以來，資訊通信技術（information and communication technology, ICT）已經成為一個推動經濟成長的主要動力，由於ICTs的應用層面不僅只在於生產面上，而是廣泛的被應用於日常生活中，因此具有比其他創新技術更強烈的社會性。本研究使用2002年至2007年期間資料，檢視中國境內31個省級行政單位間的數位落差情形，實證結果發現，無論在網際網路或是手機的擴散上，擁有較佳社會學習環境的省分ICT普及率也會較高。就政策觀點而言，強化社會學習能有效促進ICT採用與擴散，降低區域數位落差。 Since 21st century, ICT（information and communication technology）has become one of major driving forces of economic growth. Social element significantly features ICTs because of their wide range of applications not only in production dimensions but also in living dimensions. The thesis intends to explore the regional digital divide of China for its 31 provinces over the period from 2002 to 2007. Based on the empirical results on Internet and mobile phone, we may argue that a region with better social learning condition enjoys higher ICT adoption. From a policy perspective, improving social learning enables a region to deepen its ICT adoption and diffusion, and further bridge regional digital divides.
