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:_Mustafa Karatas____ Date: __6/4/17_

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:

The purpose of the research to find out how school administrators use iPads for their
professional duties and the potential effects on their work-related tasks and personal
organization.
METHODOLOGY

What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:
Participants:
Subjects were elementary and secondary school administrators (i.e., principals and
assistant principals) and selected from one of the largest public charter school systems
in a southwestern state. 51 subjects were selected through a purposive sampling from
the target population.

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 components included a pre-survey, a training session on the effective use of
iPads for administrative tasks and personal organization, ongoing support, and post-
survey.

Surveys were structured to obtain information about the principals instructional

technology experiences, demographics and beliefs. ANOVA test was conducted to see
whether there were any differences in school admins responses with different
demographics.

Survey instruments included multiple choice and Likert-type scale items.

Training was designed based on feedback from participants and delivered through an
interactive webinar session. Technical support were provided by telephone and email.

Data Collection Methods/Data Source:

Interactive Webinars, Online Questionnaires, Video and Written tutorials

Data Analysis:

The survey responses were reported as frequencies.Paired sample t-test data analysis
was conducted to understand the differences in the responses between the pre-survey
and post-survey. 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.
Statistical Package for the Social Sciences (SPSS) software was used to conduct the
data analysis.
RESULTS

Analysis of demographic and contextual data

Analysis of a question measuring what type of applications school administrators
use the most on their iPads for work-related purposes indicated that education
was the modal response (23.84%). Other popular responses were communication
and book reference.
Impacts of the training process on school administrators use of iPad and iPad
applications
Impacts of the training process on school administrators beliefs regarding how
teachers should use iPads in the classroom
To assess the impact of training on school administrators beliefs regarding how
teachers should use iPads in the classroom they were asked before and after the
training session to report their opinions on how teachers should be using iPads in
the classroom. Virtually all participants in both the pre-survey (98.04%) and the
post-survey (97.30%) stated that they would like to see their teachers using iPads
for teaching in the classroom. When school administrators were asked whether
they thought that computers used in the course would be replaced by iPads in the
 future, 76.47% of the participants in the pre-survey and 86.49% in post-survey
responded yes.
A majority (81.08%) responded that they would like to continue receiving training
and resources on the use of iPads for administrative tasks and teaching. Also, a
majority of school administrators found the training process useful (92% with
combined categories of very useful and useful)

Differences in participants responses by their demographic and contextual data

(gender, age, years of experience in school administration and education
Highest degree attained, school classication, and school size); and
evaluation of training process
Average years of experience in education: 8.45 years
Average years of experience as school administrators: 2.04 years
Average school size of participants: 618.5 students.
50.98% of school administrators held a bachelors degree and 49.02% held a
masters degree
DISCUSSIONS
Conclusions/Implications (for your profession):
The research shows that giving appropriate trainings for principals improves work
efficiency and would be a step to bring the technology from top to bottom. In order to
be an effective principal, principals should be lifelong learners and open to new
application of technology in education. Adaptability and acceptance of the technology
is essential for being effective leader and role model in the schools. Principals should
establish the vision and goals for technology.

REFLECTIONS

Students Reflections (changes to your understanding; implications for your

school/work):

Technology is making our life easier. However, are we ready for the change?
Accepting and adopting new things are not easy. One technology is replacing the other
so fast. When we check the technology in our past decade, we find them primitive. As
an educator, I see students have to acquire 21st century skills in schools. Also,
traditional methods are not motivating and engaging students. I believe teachers should
implement a new useful technology constantly to equip students with 21st century
skills. Teachers lead the way for technology and school leaders should provide
financial and technical support. Therefore school leaders should invest more on
educational technology and trainings and make technological tools accessible for
students and teachers to have productive education.