声明
摘要
ABSTRACT
CATALOGUE
LIST OF TABLES
LIST OF FIGURES
GLOSSARY OF TERMS AND ABBREVIATIONS
Chapter 1 Introduction
1．2 Background of the Study
1．3 Statement of the Problem
1．4．General Research Objective
1．6 Significance of Study
1．7 The Scope of the Study
1．9 Structure of the Dissertation
1．10 Chapter 1 Summary
Chapter 2 Literature Review
2．2 The Study Setting
2．3．Zanzibar Education System
2．5 Zanzibar ICT Evaluation Outlook
2．7 ICT in Secondary Schools in Tanzania
2．9 Interntional hopes of ICT in Education
2．12 ICT Literacy
2．13 ICT in Teaching and Learning
2．14．1 Defining Policy
2．15．1 Lack of Technological Support
2．15．2 Lack of Teacher Confidence
2．15．3 Teachers’ Perceptions
2．16 Empirical Studies
2．17 Research Gap
2．18 Chapter 2 Summary
Chapter 3 Framework and Development Hypotheses
3．2．1 Policy Implementation Theory
3．2．2 First Generation of Policy Implementation Research
3．2．3 Second Generation of Policy Implementation Research
3．2．5 Bottom-up Approach
3．2．6 Synthesis of the two Approaches
3．2．7 Third Generation of Policy Implementation Research
3．3 Conceptual Model and Hypothesis
3．3．1 ICT Training
3．3．2 ICT Lab／rooms
3．3．3 ICT Facilities
3．3．5 ICT Awareness
3．4 Chapter 3 Summary
Chapter 4 Research Methodology
4．2 Research Design
4．3 Case Study
4．4 Study Area
4．5 Research Community
4．6．1 Simple Random Probability Sampling
4．6．2 Sample Size
4．7．1 Questionnaires
4．7．2 Interview
4．7．3 Documents
4．7．4 Pilot Test of the Questionnaires
4．9 Statistical Significance Hypothesis
4．10 Data Analysis Technique
4．10．1 Measurement Assessment Model
4．10．2 Structural Model Assessment
4．11 Study Limitations
4．13 Chapter 4 Summary
Chapter 5 Data Analysis
5．1 Introduction
5．2 Questioners Analysis
5．2．1 Overview
5．3 Demographic Information of Teachers’ Respondents
5．3．1 Gender of Teachers’ Respondents
5．3．2 Demographic Characteristics of Students’ Respondents
5．3．4 Age and Education Level of Teachers’ Respondents
5．3．6 Teaching Experience of Teachers’ Respondents
5．3．8 Place of Living of the Students’ Respondents
5．4．1 Teachers’ Results about Computer Facilities
5．4．2 Students’ Results about Computer Facilities
5．4．4 Teachers’ and Students’ Results of Computer owned
5．4．5 Switch on and Switch off the Com puter
5．4．6 Teachers’ and Students’ Familiarity with the Computer Pmgramme
5．4．7 The Computer Taget to the Teachers’
5．4．8 ICT Implementation and Use
5．4．11 ICT Application in Teaching Activities
5．4．12 ICT Facilities in helping Teaching Activities
5．5．Teachers’ Familiarity with ICT
5．5．1 Understanding the Projector for Teaching
5．5．3 Self-Judging on using ICT in the Classes
5．5．4 Understanding another Teachers’ Familiarity with the ICT Use
5．6．1 About the Projector Appliance
5．6．2 The Classes where Teachers’ Use the Projector in their Teaching
5．7．2 Searching Materials Using Internet
5．7．3 Searching Specific Information on the Internet
5．8 To Examine the Positive Effiect of the ICT Facilities on the ICT Literacy in Public Secondary Schools in Zanzibar
5．8．1 Improve the Power of Knowledge
5．8．2 Facilitating on the Higher Learning
5．8．4 Increases the Moral of the Students’ in their Learning
5．8．6 Provide more Flexible ways for Lifelong Professioml Development for today Technology
5．8．7 Implement the New Students Centred Learning Method
5．8．8 Make Students be more Interactive
5．8．9 It Makes Students More Productive Innovative and Enterprising
5．8．11 Simplifying Teaching and Learning Process
5．9 To Evaluate the ICT Application Perceptions among Teachers’ in Public Secondary Schools in Zanzibar
5．9．2 Teachers are Difficult to Embarrass ICT Use because it Cost more Time and Money
5．9．3 Lack of Free Time for Learning New Development of Technology
5．9．5 Some Teachers are Ignorant of Sensitive Innovative of ICT
5．10 To EValuate the Challenges of the Implementation of Education Policy base on ICT in Public Secondary Schools in Zanzibar
5．10．1 ICT Training
5．10．2 Insufficient Computer Training for Teachers’
5．10．4 Insufficient Teachers’ Time for Training due to the High Number of Classes
5．11．1 Insufficient Access to ICT Facilities
5．11．3 Inadequate Services of ICT-Facilities
5．12 Computer Lab／rooms
5．12．2 Lab／Computer Rooms with Internet Services
5．12．3 High Cost of Prepare and Buying ICT Accessories
5．12．4 Low Quality of Computer Rooms／Labs
5．13 ICT Awareness
5．13．2 Lack of Society Awareness to ProVide Suppon for the use of ICT in Education
5．14 The Results of PLS-SEM Analysis
5．14．2 Measurement Structural Model
5．14．3 Hypothesis Testing
5．15 Analysis of the Interview Findings
5．16 Chapter 5 Summary
Chapter 6 Discussion of the Results
6．4 Research Hypothesis
6．5．1 Demographic Characteristics of Teachers’ and Students’ Respondents
6．6．1 Teachers’ Results about Computer Facilities
6．6．3 Teachers’ and Students’ Familiarity with the Computer Programme
6．7 Summary of the Research Question One
6．8 Research Question 2-The Effective are ICT Facinties on the ICT Iiteracy in Public Secondary Schools in Zanzibar
6．9 Summary of the Research Question Two
6．10 Research Question 3Teachers’ Perceptions of ICT use in Public Secondary Schools in Zanzibar
6．10．1 Teachers’ Readiness on ICT Use
6．10．2 Teachers Difficulties to Embarrass ICT Use due to Time Cost and Money
6．10．4 It is Challenging to Learn ICT so Undoubtedly Remain them to the Old way
6．11 Summary of the Research Question Three
6．12．2 Insufficient Computer Training for Teachers’
6．12．4 Insufficient Teachers’ Time for ICT Training Due to the High Numbers of Classes
6．13．2 Lack of Quality of ICT Facilities
6．14 Computer Lab／rooms
6．14．3 High Cost of Prepare and Buying ICT Accessories
6．14．4 Low Quality of Computer Lab／Rooms
6．15．2 Lack of Society Awareness to Provide Support for the Use of ICT in Education
6．17 Research Question 5-How can Zanzibar Education PoIicy Benefit from Chinese Expe riences in Implementing
6．18 Summary of the Research Question Five
6．19 A Discussion of the Hypotheses
6．1 9．1 Summary of the Hypothetical Test
6．20 Chapter 6 SUmmary
Chapter 7 Policy Implication
7．2．2 The implication of Combination of Two Perspectivesin the Research Study
7．3 Practical Implication
7．4．2 Stage of Readiness of MoEVT
7．4．4 Cross-Sector Collaboration
7．4．6 Change and Organisational Management
7．5 Policy Instruments
7．6 ICT Policy Planning
Chapter 8 Conclusion and Recommendations
8．1．1 Research Summary One
8．1．2 Research Summary Two
8．1．3 Research Summary Three
8．1．4 Research Summary Four
8．2 Concluding Remarks
8．3 Recommendations
8．4 Limitations of the Study
8．5 Direction for Further Study
REFERENCES
Appendices
Acknowledgments
Academic Articles and Research Outcomes in Study Period
