This study attempts to explore critical dimensions of digital inequality experienced by adolescents. Data was drawn from the self-reported survey of 1,105 students in elementary, middle and high schools. The findings indicate that there are some variations in the technical means, autonomy of use, and social support concerning the internet use of adolescents -- measured by the place of use, parents' supervision, encouragement and technical assistance -- by students' sex, school levels, mothers' education and maternal employment. Second, students' sex, school levels, mothers' education, and the degrees of parents' supervision and encouragement have substantial impacts on the amount of time spent on internet use and the extents of internet use for various purposes. Finally, male students, and those who have mothers of higher educational level and have actively used the internet for communication, technical skills development or learning purposes, tend to report higher digital efficacy. These results imply that government, schools and the civil society should exert more efforts to expand public facilities for enhancing free and autonomous access, opportunities of internet education for parents, and availabilities of suitable contents in order to ameliorate digital inequalities among adolescents.