盱衡臺灣教育社會學研究的發展態勢，依學者之見，雖已呈多元之姿，卻又略顯疲亂之象。於此當口，身為教育社會學研究者，似該緩步回身，共思臺灣教育社會學研究的未來發展方向。循此理路，立足於前人肩膀，本研究認為臺灣教育社會學學界於「理論基礎」及「研究方法」上，或已漸完善；惟受數位科技所趨，於「研究場域」一環，似已浮現待補缺口。要言之，數位科技已然大幅改變人與人的互動媒介與型態，除實體場域互動，亦衍生出虛擬場域互動。是以，素以研究「人際互動」為本的教育社會學研究，自該有所回應，亟待重新檢視研究場域，乃至於調整研究方法與理論基礎。職是，本研究一方面彙整國外著墨於數位網路科技之教育社會學研究；另一方面，則回頭審視當前臺灣教育社會學領域於數位網路科技之研究概況，俾便兩相對照，尋覓臺灣未來突破之機。植基於國內外研究，本研究試圖提出一個「數位的教育社會學研究」之學術構想，並列舉三部曲：研究場域的數位化、研究方法的數位化、理論概念的數位化，俾供臺灣教育社會學研究同好參酌。深自期盼，當前學者們雖「力出多方」，或許在此學術構想下，終能「力落一處」，讓臺灣教育社會學研究的發展，再行一小步。

An examination of trends in the sociology of education in Taiwan reveals the emergence of a diverse yet somewhat disordered landscape. At this critical moment, as a researcher in the sociology of education, it seems necessary to step back and reflect on the future direction of the field in Taiwan. Standing on the shoulders of previous scholars, this study suggests that the field has developed mature theoretical foundations and research methodologies. However, influenced by the rise of digital technologies, there appears to be a gap in the area of “research fields.” Digital technologies have fundamentally transformed the media and patterns of human interaction, creating both traditional face-to-face and virtual exchanges. As the sociology of education fundamentally focuses on “social interaction,” it is imperative to respond to these changes by reassessing its “research fields,” and subsequently adjusting its methodologies and theoretical foundations. Hence, this study first reviews the international sociological research on education that has engaged with digital network technologies, and, secondly, critically examines the current research in Taiwan’s sociology of education in this area. By comparing the two, the study aims to identify some implications for Taiwan’s sociology of education. Based on the local and international research, this study proposes an outline for the “digital sociology of education research” with three key components: “the digitization of research fields,” “the digitization of research methodologies,” and “the digitization of theoretical concepts.” The framework offers a reference for fellow researchers in Taiwan’s sociology of education. It is hoped that while scholars currently may be “scattered in various directions,” this academic framework may channel these efforts toward “one promising direction,” allowing Taiwan’s sociology of education to take a further step forward.