| ABSTRACT | 第4页 |
| 摘要 | 第5-19页 |
| TABLE OF CONTENTS | 第19-26页 |
| LIST OFTABLES | 第26-28页 |
| LIST OF FIGURES | 第28页 |
| ABBREVIATIONS | 第28-29页 |
| CHAPTER ONE INTRODUCTION TO STUDY | 第29-48页 |
| 1.1 Introduction | 第29页 |
| 1.2 Orientation of the study | 第29-37页 |
| 1.2.1 The meaning of ICT implementation in schools | 第31-32页 |
| 1.2.2 Benefits of implementing ICT in schools | 第32-34页 |
| 1.2.3 Kenya National ICT policy on Education | 第34-37页 |
| 1.3 Research problem | 第37-39页 |
| 1.4 Research aims and hypothesis | 第39-41页 |
| 1.4.1 Research Aims | 第40页 |
| 1.4.2 Research Hypothesis | 第40-41页 |
| 1.5 Significance, scope, assumptions and motivation of the study | 第41-44页 |
| 1.5.1 Significance of the study | 第41页 |
| 1.5.2 Scope of the study | 第41页 |
| 1.5.3 Assumptions underlying the study | 第41-42页 |
| 1.5.4 Motivation for the study | 第42-44页 |
| 1.6 Definition of terms | 第44-46页 |
| 1.7 Organization of the study | 第46-47页 |
| 1.8 Conclusion | 第47-48页 |
| CHARPTER TWO SITUATION OF ICT IMPLEMENTATION IN EDUCATION,KENYA | 第48-72页 |
| 2.1 Introduction | 第48页 |
| 2.2 Overview of Kenya | 第48-49页 |
| 2.3 Historical development of formal education in Kenya | 第49-50页 |
| 2.4 The structure of Kenya education system | 第50-53页 |
| 2.4.1 Pre-primary education | 第50-51页 |
| 2.4.2 Primary education | 第51页 |
| 2.4.3 Secondary education | 第51-52页 |
| 2.4.4 Tertiary/University education | 第52页 |
| 2.4.5 Management of education in Kenya | 第52-53页 |
| 2.5 Policy context of ICT implementation in education in Kenya | 第53-59页 |
| 2.5.1 The Millennium Development Goals (MDGs) and New Partnership for African Development (NEPAD) | 第53-54页 |
| 2.5.2 National ICT Policy and Sessional paper no. 1 of 2005 | 第54-55页 |
| 2.5.3 The National ICT strategy for education and training | 第55-56页 |
| 2.5.4 Kenya Education Sector Support Program (KESSP) | 第56-57页 |
| 2.5.5 Kenya Vision 2030 | 第57页 |
| 2.5.6 Ministry of Education Strategic Plan (2006 – 2011) | 第57-59页 |
| 2.6 Adoption and use of ICT in Kenyan schools | 第59-60页 |
| 2.7 School policy on ICT use | 第60-61页 |
| 2.8 Hindrances leading to underutilization of ICT in Kenya schools | 第61-70页 |
| 2.8.1 Financial constrains | 第62-63页 |
| 2.8.2 Inadequate ICT infrastructure and poor maintenance | 第63-64页 |
| 2.8.3 Lack of reliable electricity | 第64-65页 |
| 2.8.4 Inadequate ICT training for principals and teachers | 第65-67页 |
| 2.8.5 Lack of enough technical support | 第67页 |
| 2.8.6 Negative attitudes towards ICT in schools | 第67-68页 |
| 2.8.7 Remedies | 第68-69页 |
| 2.8.8 Conceptualization of Hindrances leading to Underutilization of ICT in Schools | 第69-70页 |
| 2.9 Conclusion | 第70-72页 |
| CHAPTER THREE THEORIESAND HYPOTHESIS SUPPORTINGIMPLEMENTATION OF ICT IN EDUCATION | 第72-102页 |
| 3.1 Introduction | 第72页 |
| 3.2 The meaning of ICT | 第72-73页 |
| 3.3 The history of ICT in education | 第73-75页 |
| 3.4 Cost of ICT infrastructure in implementation of ICT in schools | 第75-80页 |
| 3.4.1 Availability of Infrastructure to Support ICT Implementation in Schools | 第75-77页 |
| 3.4.2 Availability of Funds to Implement ICT in Schools | 第77页 |
| 3.4.3 Funding/Budget allocations for implementation of ICT in schools | 第77-80页 |
| 3.5 School leadership in implementation of ICT in schools | 第80-88页 |
| 3.5.1 School Leadership’s Vision and Strategic Planning in Implementation of ICT in Schools | 第80页 |
| 3.5.2 School Leadership’s Role Modeling in Implementation of ICT in School | 第80-82页 |
| 3.5.3 School Leadership in the Provision of ICT Infrastructure in Schools | 第82-83页 |
| 3.5.4 Distributive School Leadership in Implementation of ICT in Schools | 第83-85页 |
| 3.5.5 Transformational School Leadership in Implementation of ICT in Schools | 第85-86页 |
| 3.5.6 Studies on School Leadership Supporting Implementation of ICT in Schools | 第86-88页 |
| 3.6 Teachers’ICT skills in implementation of ICT in schools | 第88-97页 |
| 3.6.1 Skills and competences appropriate in implementation of ICT in Schools | 第88-89页 |
| 3.6.2 Personal Characteristics influencing teachers’adoption and integration of ICT in schools | 第89-97页 |
| 3.6.2.1 Gender | 第89-90页 |
| 3.6.2.2 Age | 第90页 |
| 3.6.2.3 Level of education | 第90-91页 |
| 3.6.2.4 Teaching experience | 第91-93页 |
| 3.6.2.5 Teacher workload | 第93页 |
| 3.6.2.6 Attitudes towards ICT | 第93-94页 |
| 3.6.2.7 ICT competence | 第94-97页 |
| 3.7 Availability of electricity in implementation of ICT in schools | 第97-99页 |
| 3.8 Theoretical Framework | 第99页 |
| 3.9 Conceptual model developed for the study | 第99-101页 |
| 3.10 Conclusion | 第101-102页 |
| CHAPTER FOUR RESEARCH METHODOLOGY | 第102-127页 |
| 4.1 Introduction | 第102页 |
| 4.2 Research design | 第102-108页 |
| 4.2.1 Quantitative research | 第103-104页 |
| 4.2.2 Qualitative research | 第104-105页 |
| 4.2.3 Mixed mode research approach | 第105-108页 |
| 4.2.3.1 Characteristics of a mixed mode research approach | 第106-107页 |
| 4.2.3.1.1 Assumptions about the world | 第106页 |
| 4.2.3.1.2 Context sensitivity | 第106页 |
| 4.2.3.1.3 Multi-method strategies | 第106-107页 |
| 4.2.3.1.4 Goals | 第107页 |
| 4.2.3.1.5 Researcher’s role | 第107页 |
| 4.2.3.2 Advantages of a mixed mode research approach | 第107-108页 |
| 4.3 Ethical measures | 第108-109页 |
| 4.3.1 Informed consent as dialogue | 第108页 |
| 4.3.2 Voluntary participation | 第108-109页 |
| 4.3.3 Confidentiality | 第109页 |
| 4.3.4 Researcher’s competence and relationship with participants | 第109页 |
| 4.4 Research setting | 第109-110页 |
| 4.4.1 Justification for study location selection | 第110页 |
| 4.5 Research methods | 第110-114页 |
| 4.5.1 Population | 第110-111页 |
| 4.5.2 Sampling procedures and sample size | 第111-114页 |
| 4.5.2.1 Stratified random sampling | 第111-112页 |
| 4.5.2.2 Simple random sampling | 第112页 |
| 4.5.2.3 Deciding on a suitable sample size | 第112-114页 |
| 4.5.2.4 Formula for calculating sample size | 第114页 |
| 4.5.2.5 Rationale for Sample selection | 第114页 |
| 4.6 Data collection techniques | 第114-119页 |
| 4.6.1 Questionnaires | 第115-116页 |
| 4.6.2 Semi-structured interviews | 第116页 |
| 4.6.3 Observation | 第116-117页 |
| 4.6.4 Document analysis | 第117页 |
| 4.6.5 Piloting | 第117-118页 |
| 4.6.6 Data collection procedure | 第118-119页 |
| 4.7 Validity and Reliability | 第119-123页 |
| 4.7.1 Validity | 第119-122页 |
| 4.7.1.1 Validity in quantitative research | 第119-120页 |
| 4.7.2.1.1 Face validity | 第119-120页 |
| 4.7.2.1.2 Content validity | 第120页 |
| 4.7.1.2 Validity in qualitative research | 第120-122页 |
| 4.7.2 Reliability | 第122-123页 |
| 4.8 DataAnalysis | 第123-125页 |
| 4.8.1 Quantitative data analysis | 第123-125页 |
| 4.8.2 Qualitative data analysis | 第125页 |
| 4.9 Conclusion | 第125-127页 |
| CHAPTER FIVE RESEARCH FINDINGS:ANALYSISAND DISCUSSION | 第127-156页 |
| 5.1 Introduction | 第127页 |
| 5.2 Research Questions, Aims, Objectives and Hypothesis restated | 第127-129页 |
| 5.2.1 Research Questions | 第127-128页 |
| 5.2.2 Research Aims | 第128页 |
| 5.2.3 Research Hypothesis | 第128-129页 |
| 5.3 Socio-demographic factors of respondents | 第129-132页 |
| 5.3.1 Response rate | 第129-130页 |
| 5.3.2 Gender of the Respondents | 第130页 |
| 5.3.3 Age of the Respondents | 第130-131页 |
| 5.3.4 Duration of stay in school by the Respondents | 第131-132页 |
| 5.3.5 Academic qualifications of Respondents | 第132页 |
| 5.4 Respondents perceptions of the implementation of ICT in Schools | 第132-135页 |
| 5.5 Availability of ICT tools in schools | 第135-137页 |
| 5.5.1 ICT usage in schools | 第136-137页 |
| 5.6 School leadership in implementation of ICT in schools | 第137-140页 |
| 5.7 Cost of ICT infrastructure in implementation of ICT in schools | 第140-143页 |
| 5.8 Availability of electricity in implementation of ICT in schools | 第143-145页 |
| 5.9 Teachers’ICT skills in implementation of ICT in schools | 第145-147页 |
| 5.10 Hypothesis evaluation | 第147-152页 |
| 5.11 Hindrances leading to underutilization of ICT in schools | 第152-155页 |
| 5.11.1 Possible remedies suggested by respondents on hindrances leading to underutilization of ICT in schools | 第154-155页 |
| 5.12 Conclusion | 第155-156页 |
| CHAPTER SIX FINDINGS, CONCLUSSIONSAND RECOMMEDATIONS | 第156-173页 |
| 6.1 Review of the research | 第156-158页 |
| 6.1.1 Introduction | 第156-157页 |
| 6.1.2 Objectives of the study | 第157页 |
| 6.1.3 Demarcation and scope of study | 第157页 |
| 6.1.4 Methodology | 第157-158页 |
| 6.2 Summary of the findings from empirical study | 第158-161页 |
| 6.2.1 Perception towards adoption and use of ICT tools in schools | 第158页 |
| 6.2.2 Availability of ICT tools in schools | 第158页 |
| 6.2.3 School leadership in the implementation of ICT in schools | 第158-159页 |
| 6.2.4 Cost of ICT infrastructure in implementation of ICT in schools | 第159页 |
| 6.2.5 Availability of electricity in implementation of ICT in schools | 第159-160页 |
| 6.2.6 Teachers’ICT skills in implementation of ICT in schools | 第160页 |
| 6.2.7 Challenges facing implementation of ICT in schools | 第160页 |
| 6.2.8 Hindrances and remedies to underutilization of ICT in schools | 第160-161页 |
| 6.3 Conclusions of the study | 第161-164页 |
| 6.3.1 Research question 1 | 第161页 |
| 6.3.2 Research question 2 | 第161-162页 |
| 6.3.3 Research question 3 | 第162-163页 |
| 6.3.4 Research question 4 | 第163-164页 |
| 6.3.5 Research question 5 | 第164页 |
| 6.4 Proposed model for ICT implementation in schools | 第164-166页 |
| 6.5 Recommendations of the study | 第166-169页 |
| 6.5.1 Cost of ICT infrastructure in implementation of ICT in schools | 第166-167页 |
| 6.5.2 Teachers’ICT skills in implementation of ICT in schools | 第167-168页 |
| 6.5.3 School leadership in the implementation of ICT in schools | 第168-169页 |
| 6.5.4 Availability of electricity in implementation of ICT in schools | 第169页 |
| 6.6 Suggestions for further studies | 第169-170页 |
| 6.7 Limitations of the study | 第170-171页 |
| 6.7.1 Problems faced by the researcher in the field | 第170-171页 |
| 6.8 Concluding remarks | 第171-173页 |
| References | 第173-188页 |
| Author publications | 第188-190页 |
| Acknowledgments | 第190-191页 |
| Appendixes | 第191-203页 |
