| 摘要 | 第5-6页 |
| ABSTRACT | 第6-7页 |
| GLOSSARY OF ERMS AND ABBREVIATIONS | 第18-19页 |
| Chapter 1 Introduction | 第19-29页 |
| 1.1 Overview | 第19页 |
| 1.2 Background of the Study | 第19-22页 |
| 1.3 Statement of the Problem | 第22-24页 |
| 1.4 General Research Objective | 第24页 |
| 1.4.1 Specific Research Objectives | 第24页 |
| 1.5 Specific Research Questions | 第24-25页 |
| 1.6 Significance of Study | 第25-26页 |
| 1.7 The Scope of the Study | 第26页 |
| 1.8 Definitions of Terms | 第26-27页 |
| 1.9 Structure of the Dissertation | 第27-28页 |
| 1.10 Chapter 1 Summary | 第28-29页 |
| Chapter 2 Literature Review | 第29-43页 |
| 2.1 Overview | 第29页 |
| 2.2 The Study Setting | 第29-30页 |
| 2.3 Zanzibar Education System | 第30页 |
| 2.4 Zanzibar Education Policy | 第30-31页 |
| 2.5 Zanzibar ICT Evaluation Outlook | 第31页 |
| 2.6 Situational Analysis of ICT in Basic Education in Tanzania | 第31-32页 |
| 2.7 ICT in Secondary Schools in Tanzania | 第32页 |
| 2.8 Implementing ICT Initiatives in Zanzibar | 第32-33页 |
| 2.9 International hopes of ICT in Education | 第33页 |
| 2.10 The Major Initiative of the Government of China to Integrate ICT in education | 第33页 |
| 2.11 Impact of ICT Policy in Education | 第33-34页 |
| 2.12 ICT Literacy | 第34-35页 |
| 2.13 ICT in Teaching and Learning | 第35-36页 |
| 2.14 Defining Policy | 第36页 |
| 2.15 Challenges Facing the Implementation of ICT Policy in Education | 第36-39页 |
| 2.15.1 Lack of Technological Support | 第37页 |
| 2.15.2 Lack of Teacher Confidence | 第37-38页 |
| 2.15.3 Teachers' Perceptions | 第38-39页 |
| 2.16 Empirical Studies | 第39-40页 |
| 2.17 Research Gap | 第40-41页 |
| 2.18 Chapter 2 Summary | 第41-43页 |
| Chapter 3 Framework and Development Hypotheses | 第43-59页 |
| 3.1 Overview | 第43页 |
| 3.2 Theoretical Framework | 第43-51页 |
| 3.2.1 Policy Implementation Theory | 第43-46页 |
| 3.2.2 First Generation of Policy Implementation Research | 第46-47页 |
| 3.2.3 Second Generation of Policy Implementation Research | 第47页 |
| 3.2.4 The Top-down Approach | 第47-48页 |
| 3.2.5 Bottom-up Approach | 第48-49页 |
| 3.2.6 Synthesis of the two Approaches | 第49-50页 |
| 3.2.7 Third Generation of Policy Implementation Research | 第50-51页 |
| 3.3 Conceptual Model and Hypothesis | 第51-57页 |
| 3.3.1 ICT Training | 第52-54页 |
| 3.3.2 ICT Lab/rooms | 第54-55页 |
| 3.3.3 ICT Facilities | 第55页 |
| 3.3.4 ICT Perceptions | 第55-56页 |
| 3.3.5 ICT Awareness | 第56-57页 |
| 3.4 Chapter 3 Summary | 第57-59页 |
| Chapter 4 Research Methodology | 第59-72页 |
| 4.1 Overview | 第59页 |
| 4.2 Research Design | 第59-60页 |
| 4.3 Case Study | 第60-61页 |
| 4.4 Study Area | 第61-62页 |
| 4.5 Research Community | 第62页 |
| 4.6 Sampling Technique and Sample Size | 第62-63页 |
| 4.6.1 Simple Random Probability Sampling | 第62-63页 |
| 4.6.2 Sample Size | 第63页 |
| 4.7 Data Collection Techniques | 第63-66页 |
| 4.7.1 Questionnaires | 第63-65页 |
| 4.7.2 Interview | 第65页 |
| 4.7.3 Documents | 第65-66页 |
| 4.7.4 Pilot Test of the Questionnaires | 第66页 |
| 4.8 Validity and Reliability | 第66-67页 |
| 4.9 Statistical significance Hypothesis | 第67-68页 |
| 4.10 Data Analysis Technique | 第68-70页 |
| 4.10.1 Measurement Assessment Model | 第69页 |
| 4.10.2 Structural Model Assessment | 第69-70页 |
| 4.11 Study Limitations | 第70页 |
| 4.12 Ethical Consideration | 第70-71页 |
| 4.13 Chapter 4 Summary | 第71-72页 |
| Chapter 5 Data Analysis | 第72-124页 |
| 5.1 Introduction | 第72页 |
| 5.2 Questioners Analysis | 第72-73页 |
| 5.2.1 Overview | 第72-73页 |
| 5.3 Demographic Information of Teachers' Respondents | 第73-77页 |
| 5.3.1 Gender of Teachers' Respondents | 第73-74页 |
| 5.3.2 Demographic Characteristics of Students' Respondents | 第74页 |
| 5.3.3 Gender and Age Group of the Students' Respondents | 第74-75页 |
| 5.3.4 Age and Education Level of Teachers' Respondents | 第75页 |
| 5.3.5 Marital Status of Teachers' Respondents | 第75-76页 |
| 5.3.6 Teaching Experience of Teachers' Respondents | 第76页 |
| 5.3.7 The Class level of Students' Respondents | 第76-77页 |
| 5.3.8 Place of Living of the Students' Respondents | 第77页 |
| 5.4 To Examine the Capacity of Teachers' and Students' using ICT in Education inPublic Secondary Schools in Zanzibar | 第77-85页 |
| 5.4.1 Teachers' Results about Computer Facilities | 第77-79页 |
| 5.4.2 Students' Results about Computer Facilities | 第79页 |
| 5.4.3 Computer Skills and Application | 第79-80页 |
| 5.4.4 Teachers' and Students' Results of Computer owned | 第80页 |
| 5.4.5 Switch on and Switch off the Computer | 第80-81页 |
| 5.4.6 Tcachers'and Students' Familiarity with the Computer Programme | 第81-82页 |
| 5.4.7 The Computer Target to the Teachers' | 第82-83页 |
| 5.4.8 ICT Implementation and Use | 第83页 |
| 5.4.9 Understanding the Training /Seminar about ICT use in Teaching | 第83页 |
| 5.4.10 Training Improve ICT Literacy in Teaching | 第83-84页 |
| 5.4.11 ICT Application in Teaching Activities | 第84-85页 |
| 5.4.12 ICT Facilities in helping Teaching Activities | 第85页 |
| 5.5 Teachers' Familiarity with ICT | 第85-88页 |
| 5.5.1 Understanding the Projector for Teaching | 第86页 |
| 5.5.2 Understanding the Personal Experience with the ICT | 第86-87页 |
| 5.5.3 Self-Judging on using ICT in the Classes | 第87-88页 |
| 5.5.4 Understanding another Teachers' Familiarity with the ICT Use | 第88页 |
| 5.6 Students' Familiarity with ICT | 第88-89页 |
| 5.6.1 About the Projector Appliance | 第88-89页 |
| 5.6.2 The Classes where Teachers' Use the Projector in their Teaching | 第89页 |
| 5.7 Theoretical Computer Skills Test for Students' | 第89-92页 |
| 5.7.1 Understanding the Essential Parts of Computer | 第89-90页 |
| 5.7.2 Searching Materials Using Internet | 第90页 |
| 5.7.3 Searching Specific Information on the Internet | 第90-92页 |
| 5.8 To Examine the Positive Effect of the ICT Facilities on the ICT Literacy in PublicSecondary Schools in Zanzibar | 第92-99页 |
| 5.8.1 Improve the Power of Knowledge | 第92-93页 |
| 5.8.2 Facilitating on the Higher Learning | 第93页 |
| 5.8.3 Enable the Students to Store their Data | 第93-94页 |
| 5.8.4 Increases the Moral of the Students 'in their Learning | 第94页 |
| 5.8.5 Students Can get More References | 第94-95页 |
| 5.8.6 Provide more Flexible ways for Lifelong Professional Development for today Technology | 第95-96页 |
| 5.8.7 Implement the New Students Centred Learning Method | 第96页 |
| 5.8.8 Make Students be more Interactive | 第96-97页 |
| 5.8.9 It Makes Students More Productive Innovative and Enterprising | 第97页 |
| 5.8.10 Students get more Opportunities Offered by ICT | 第97-98页 |
| 5.8.11 Simplifying Teaching and Learning Process | 第98页 |
| 5.8.12 Improve the Quality of Teaching and Learning | 第98-99页 |
| 5.9 To Evaluate the ICT Application Perceptions among Teachers' in Public SecondarySchools in Zanzibar | 第99-103页 |
| 5.9.1 Teachers' Readiness on ICT Use | 第99-100页 |
| 5.9.2 Teachers are Difficult to Embarrass ICT Use because it Cost more Time and Money | 第100-101页 |
| 5.9.3 Lack of Free Time for Learning New Development of Technology | 第101页 |
| 5.9.4 It is Difficult to Learn ICT, so Definitely Remain them to the Old Way | 第101-102页 |
| 5.9.5 Some Teachers are Ignorant of Sensitive Innovative of ICT | 第102页 |
| 5.9.6 Computer Requires Highly Skilled Personnel to Operate Them | 第102-103页 |
| 5.10 To Evaluate the Challenges of the Implementation of Education Policy base on ICTin Public Secondary Schools in Zanzibar | 第103-105页 |
| 5.10.1 ICT Training | 第103-104页 |
| 5.10.2 Insufficient Computer Training for Teachers' | 第104页 |
| 5.10.3 Lack of Adequate Training of ICT Use in Teaching | 第104-105页 |
| 5.10.4 Insufficient Teachers' Time for Training due to the High Number of Classes | 第105页 |
| 5.11 ICT Facilities | 第105-108页 |
| 5.11.1 Insufficient Access to ICT Facilities | 第106页 |
| 5.11.2 Lack of Quality of ICT Facilities | 第106-107页 |
| 5.11.3 Inadequate Services of ICT- Facilities | 第107页 |
| 5.11.4 Insufficient Number of Computers | 第107-108页 |
| 5.12 Computer Lab/rooms | 第108-111页 |
| 5.12.1 Shortage of Computer Lab/ rooms in the Schools | 第108-109页 |
| 5.12.2 Lab/ Computer Rooms with Internet Services | 第109页 |
| 5.12.3 High Cost of Prepare and Buying ICT Accessories | 第109-110页 |
| 5.12.4 Low Quality of Computer Rooms/Labs | 第110-111页 |
| 5.13 ICT Awareness | 第111-113页 |
| 5.13.1 Lack of Awareness of ICT Used in Education Setting | 第111-112页 |
| 5.13.2 Lack of Society Awareness to Provide Support for the use of ICT in Education | 第112页 |
| 5.13.3 Lack of Encouragement to the ICT application in the Education Setting | 第112-113页 |
| 5.14 The Results of PLS-SEM Analysis | 第113-118页 |
| 5.14.1 Measurement Assessment Model | 第113-114页 |
| 5.14.2 Measurement Structural Model | 第114-115页 |
| 5.14.3 Hypothesis Testing | 第115-118页 |
| 5.15 Analysis of the Interview Findings | 第118-122页 |
| 5.16 Chapter 5 Summary | 第122-124页 |
| Chapter 6 Discussion of the Results | 第124-151页 |
| 6.1 Introduction | 第124页 |
| 6.2 Overview of the Study | 第124页 |
| 6.3 Specific Research Questions | 第124-125页 |
| 6.4 Research Hypothesis | 第125页 |
| 6.5 Discussion of the Main Results | 第125-126页 |
| 6.5.1 Demographic Characteristics of Teachers' and Students' Respondents | 第126页 |
| 6.5.2 General Discussion of the Main Results | 第126页 |
| 6.6 Research Question l-The extent do Students' and Teachers' use ICT in PublicSecondary Schools in Zanzibar | 第126-128页 |
| 6.6.1 Teachers' Results about Computer Facilities | 第127页 |
| 6.6.2 Computer Skills and Application | 第127-128页 |
| 6.6.3 Teachers' and Students' Familiarity With the Computer Programme | 第128页 |
| 6.7 Summary of the Research Question One | 第128-129页 |
| 6.8 Research Question 2-The Effective are ICT Facilities on the ICT literacy in PublicSecondary Schools in Zanzibar | 第129-132页 |
| 6.9 Summary of the Research Question Two | 第132-133页 |
| 6.10 Research Question 3-Teachers' Perceptions of ICT use in Public SecondarySchools in Zanzibar | 第133-136页 |
| 6.10.1 Teachers' Readiness on ICT Use | 第133-134页 |
| 6.10.2 Teachers Difficulties to Embarrass ICT Use due to Time Cost and Money | 第134页 |
| 6.10.3 Lack of Free Time for Learning New Development of Technology | 第134-135页 |
| 6.10.4 It is Challenging to Learn ICT so Undoubtedly Remain them to the Old way | 第135页 |
| 6.10.5 Some Teachers'are Ignorant of Sensitive Innovative of ICT | 第135-136页 |
| 6.11 Summary of the Research Question Three | 第136页 |
| 6.12 Research Question 4- Challenges Facing the Implementation of Education Policy onthe bases of ICT Use in Public Secondary Schools in Zanzibar | 第136-138页 |
| 6.12.1 ICT Training | 第136-137页 |
| 6.12.2 Insufficient Computer Training for Teachers' | 第137页 |
| 6.12.3 Lack of Adequate Training of ICT Use in Teaching | 第137-138页 |
| 6.12.4 Insufficient Teachers' Time for ICT Training Due to the High Numbers of Classes | 第138页 |
| 6.13 ICT Facilities | 第138-140页 |
| 6.13.1 Insufficient Access to ICT Facilities | 第138-139页 |
| 6.13.2 Lack of Quality of ICT Facilities | 第139页 |
| 6.13.3 Inadequate Services of ICT Facilities | 第139页 |
| 6.13.4 Insufficient Number of Computers | 第139-140页 |
| 6.14 Computer Lab/rooms | 第140-142页 |
| 6.14.1 Shortage of Computer Lab/ Rooms in the Schools | 第140页 |
| 6.14.2 Computer Lab/Rooms have not Connected with Internet Services | 第140-141页 |
| 6.14.3 High Cost of Prepare and Buying ICT Accessories | 第141-142页 |
| 6.14.4 Low Quality of Computer Lab/ Rooms | 第142页 |
| 6.15 ICT Awareness | 第142-143页 |
| 6.15.1 Lack of Awareness of ICT Used in an Education Setting | 第142-143页 |
| 6.15.2 Lack of Society Awareness to Provide Support for the Use of ICT in Education | 第143页 |
| 6.15.3 Lack of Encouragement to the ICT Application in the Education Setting | 第143页 |
| 6.16 Summary of the Research Question Four | 第143-144页 |
| 6.17 Research Question 5-How can Zanzibar Education Policy Benefit from ChineseExperiences in Implementing the ICT Policy | 第144-145页 |
| 6.18 Summary of the Research Question Five | 第145-146页 |
| 6.19 A Discussion of the Hypotheses | 第146-150页 |
| 6.19.1 Summary of the Hypothetical Test | 第150页 |
| 6.20 Chapter 6 Summary | 第150-151页 |
| Chapter 7 Policy Implication | 第151-159页 |
| 7.1 Introduction | 第151-153页 |
| 7.1.1 Policy Implication | 第151页 |
| 7.1.2 The implication of Combination of Two Perspectives in the Research Study | 第151-153页 |
| 7.2 Practical Implication | 第153页 |
| 7.3 Policy Resources | 第153-157页 |
| 7.3.1 Implementation Structure | 第153-154页 |
| 7.3.2 Stage of Readiness of MoEVT | 第154页 |
| 7.3.3 The Collaboration of the Development Partners | 第154-155页 |
| 7.3.4 Cross-Sector Collaboration | 第155页 |
| 7.3.5 Stakeholders Participation in ICT Implementation | 第155-156页 |
| 7.3.6 Change and Organisational Management | 第156-157页 |
| 7.4 Policy Instruments | 第157-158页 |
| 7.5 ICT Policy Planning | 第158-159页 |
| Chapter 8 Conclusions and Recommendations | 第159-167页 |
| 8.1 General Research Contributions | 第159-162页 |
| 8.1.1 Research Summary One | 第159-160页 |
| 8.1.2 Research Summary Two | 第160页 |
| 8.1.3 Research Summary Three | 第160-161页 |
| 8.1.4 Research Summary Four | 第161页 |
| 8.1.5 Research Summary Five | 第161-162页 |
| 8.2 Concluding Remarks | 第162-163页 |
| 8.3 Recommendations | 第163-164页 |
| 8.4 Limitations of the Study | 第164-165页 |
| 8.5 Direction for Further Study | 第165-167页 |
| REFERENCES | 第167-183页 |
| Appendices | 第183-193页 |
| Appendices A | 第183-186页 |
| Appendices B | 第186-191页 |
| Appendices C | 第191-192页 |
| Appendices D | 第192-193页 |
| Acknowledgements | 第193-194页 |
| Academic Articles and Research Outcomes in Study Period | 第194页 |
