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: Fatma Gunonu

Date: 09/24/2016

Cite the reviewed article in APA format:

Dogan, B., & Almus, K. (2014). School Administrators Use of iPads: Impact of Training
and Attitudes Toward School Use.Computers in the Schools, 31(3), 233250.
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:
This study investigated 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: The participants consisted of 51 elementary and secondary school
administrators in one of the largest public charter school systems in a southwestern state.
Participation in this study was voluntary. Fifty-one participants who owned iPads
volunteered to complete the pre-survey out of approximately 120 school administrators in
the school system. While 58.8% (n = 30) of the pre-survey participants were male, 41.2%
(n = 21) of the participants were female. Additionally, 37 of pre-survey respondents
completed the post-survey, yielding a response rate of 72.55%. Twenty-one (56.76%)
respondents in post-survey were male, and 16 (43.24%) were female.

Procedures: Study included a pre-survey, and a post survey. Researchers, developed

two survey instruments as a mechanism to collect data, which were administered online
through the survey submission system hosted at the universitys server.Both instruments
were reviewed for face validity by two education faculty members and then were piloted
using a group of school administrators in a local school district. Surveys were finalized
after the feedback on the pilot versions. Survey instruments included multiple choice and
Likert-type scale items.
Data Collection Methods/Data Source: This is a quantitative study. It has a pre-survey,
and a post survey. The survey responses were reported as frequencies. In addition, paired
sample t-test data analysis was conducted to understand the differences in the responses
between the pre- and post-surveys. 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 classi- fication, and school size. Statistical Package for the Social
Sciences (SPSS) software was used to conduct the data analysis.
Data Analysis: The demographic and contextual data showed that the average age of
school administrators who participated was 34.16 years. The average years of experience
in education was 8.45, and the average years of experience as a school administrator was
2.04. All participants used Microsoft Windows Vista, 7, or 8 as their computer platform,
52.94% used the iPhone (iOS) as their mobile platform, followed by Android (37.25%),
BlackBerry OS (1.96%), and other (7.84%). The majority of participants schools were
classified as elementary, middle, and high school (K12) (62.75%), followed by
elementary and middle school (K8) (19.61%)
RESULTS

Findings or Results (or main points of the article):

This research had various charts to show the effect of iPads in classes. I think this chart
was the most relatable, it shows thoughts if administrators pre and post survey and it

also shows multiple uses for iPads. Survey was given to administrators from different
levels of education, agesand genders. Overall, iPads are easy to use and have many
uses that could help with classroom tasks. The training process resulted in a positive
effect on administrators. At the end of this research, administrators had positive views
for the potential of using iPads in classrooms.
DISCUSSIONS

Conclusions/Implications (for your profession):

This study examines how school administrators used iPad and iPad applications in their
professional duties before and after training, their beliefs on how teachers should use
iPads in the classroom, differences in participants responses by demographic and
contextual data, and evaluation of the training process. this study suggest that in order for
school administrators to be successful in using iPads for professional duties, especially
for administrative tasks and personal organization, sufficient and ongoing training is
recommended. As school administrators are seen as both the instructional and
technological leaders of their schools, receiving appropriate training would not only
allow them to be efficient in performing work-related tasks but also positively effect the
successful implementation of iPads by teachers and students.
REFLECTIONS

Students Reflections (changes to your understanding; implications for your

school/work):
Use of iPads and other tablets is increasing. I believe tablets are efficient to use and it is a
convenient tool for students and teachers. I thought it was interesting to see that a lot of
school administrators had similar responses in the surveys. This shows that most people
in education see the impact and importance of tablet use in education.