JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership / M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education
Name: Halim Bilek

Date: 6/5/2016

Bulent Dogan & Kadir Almus (2014) School Administrators Use of iPads: Impact
of Training and Attitudes Toward School Use, Computers in the Schools:
Interdisciplinary Journal of Practice, Theory, and Applied Research, 31:3, 233-250, DOI:
10.1080/07380569.2014.932660
INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is the
theoretical background or overarching theme): 1. What is the impact of the training
process on school administrators use of iPads for administrative tasks and personal
organization in their professional duties?
2. What is the impact of the training process on school administrators beliefs regarding
how teachers should use iPads in the classroom?
3. Are there any differences in school administrators survey responses based on gender,
age, years of experience in school administration and education, highest degree attained,
school classification, or school size?
Purpose of the research:
The purpose of this study was to find out the impact of receiving iPad training on school
administrators attitudes towards iPad use in their professional lives and in the classroom
by teachers.
METHODOLOGY
What is the methodology for the research or approach used to understand the issue?
Provide information regarding the following:
Participants:
Elementary and secondary school administrators were chosen for this research
from one of the largest public charter school systems.
The participants were volunteers.
Participants in this study were contacted by email through the schools systems
central office, after securing approvals from the school district and the university.

Procedures:
The purpose of the study to determine the effective use of iPads administrative
tasks and personal organization.
Two surveys were crated to collect data, the first survey was pre survey about
demographic information and it was also about administrators experiences on
iPads. Their idea about effectiveness iPads and how teachers should use them.
The second survey was post-survey instrument. The questions were about
administrators self-improvement after training and also about the pre-survey also
to determine the differences between before and after training.
Data Collection Methods/Data Source: Online questionnaires, e-mail and telephone
Data Analysis: Statistical Package for the Social Sciences (SPSS) software was used to
conduct the data analysis. A one-way Analysis of Variance (ANOVA) test was conducted
to see whether there were any differences in school administrators responses by gender,
age, years of experience in school administration and education, highest degree attained,
school classification, and school size.
RESULTS
Findings or Results (or main points of the article):
Demographic and Contextual Data: A descriptive analysis of the demographic and
contextual data for the pre-survey participants was conducted.
Impact of Training: School administrators were asked whether they used specific
iPad applications for work-related purposes.
Impact of Training on School Administrators Beliefs Regarding How Teachers
Should Use iPads in the Classroom: Virtually all participants in both the presurvey (98.04%) and the post-survey (97.30%) stated that they would like to see
their teachers using iPads for teaching in the classroom.
Differences in Participants Responses by Their Demographic and Contextual
Data: Neither the one-way ANOVA nor the t test revealed significant differences
for the item asking school administrators to rate their beliefs about iPads being
effective tools.
Evaluation of Training Process: Participants were asked in the post-survey which
iPad applications they found most useful among those highlighted in the training
session and post-training resources.
DISCUSSIONS
Conclusions/Implications (for your profession): as a result, the impact of using and
receiving training for using iPads on school administrators is very important , because of
the fact that they are the leaders they should know firstly know how to effectively use
technology in education and in managing. When we compare them, young administrators
are more willing to improve and use technology in their profession than the older

administrators. Almost all of administrators are agree that the training of using
technology is positive and they believe that using iPads will improve their
productiveness, besides they believe that if teachers use it in education, it will help
students to learn more effectively. In general, technology supplies or tolls are provided
but proper trainings neither are nor provided enough. therefore especially as schholl
leaders administrators should have all kinds of technologies supplies for school and also
know how to use them.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
In this era the technology is improving very fast, it is really hard to follow and catch up
especially for older people. I believe that this problem is the same in education. The older
administrators relatively are reluctant to use new technology in administration or
education. They may prefer to go with old style rather than new styles which are mostly
about new technology. However since we are part of this are we should know how to
engage to new world. Using new technology toll such as iPads is very common nowadays
and actually it is very effective you do not have to use old humble tools but this simple
tool is very easy and friendly user in all field of education. As educator right now I try to
use new tools, new methods in teaching and I do not hesitate to learn, I try to learn and
use it. In future if I am going to be any administrator, I will for sure try use learn use new
popular and effective both in administration and education.

References;
Dogan, B., & Almus, K. (2014). School Administrators Use of iPads: Impact of Training
and Attitudes Toward School Use. Computers in the Schools, 31(3), 233-250.
doi:10.1080/07380569.2014.932660