JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership and M.Ed. in Curriculum and Instruction
EDUC 5324
Name: Hatice Karatay

Date: 7/12/2015

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), 233-250.

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 study is to determine the obstacles of using Ipads in the schools by
administrators. Some researches show that there is lack of research on 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:
There are three stage of this study. First pre-survey were given by email. After that an
online training via webinar has been provided. Lastly, post survey was also given via
email to the participants.

Participants:
The participants consisted of 51 elementary and secondary school administrators with
provided school iPads in one of the largest public charter school systems in a

southwestern state.

Procedures:
The procedure of the research is as follows:
1. After the participants determined, a pre-survey has been emailed to the
participants.
2. Participants were asked to complete consent forms prior to the study as required
by the school district and the universitys Institutional Review Board (IRB).
3. Online training of using Ipads was given.
4. After the training via webinar, the post survey has been emailed to the
participants.
5. The results of the survey have been conducted by survey online tool.

Data Collection Methods/Data Source:

Collections of Data were administered online through the survey submission system
hosted at the universitys server. The results have been reviewed by two researchers
and then were piloted using a group of school administrators in a local school district.

Data Analysis:
The data analysis of this study is categorized into five main groups:
1. Analysis of demographic and contextual data.
2. Impacts of the training process on school administrators use of iPad and iPad
applications.
3. Impacts of the training process on school administrators beliefs regarding how
teachers should use iPads in the classroom.
4. Differences in participants responses by their demographic and contextual data
(gender, age, years of experience in school administration and education, highest
degree attained, school classification, and school size).
5. Evaluation of training process.

RESULTS
Findings or Results (or main points of the article):
Some of the key findings of the study were as below:

All participants in this study owned an iPad. While 27.45% of participants

purchased their own iPads, the majority of the iPads (72.55%) were given to
school administrators by their school district.
According to the results, 50.98% of school administrators held a bachelors
degree and 49.02% held a masters degree.
A majority of the participants (66.67%) school Administrators Use of iPads 239
responded affirmatively to this question. These participants were further asked to
name the specific applications that they used.
According to the results, Eduphoriaan iPad application used for Eduphoria

Content Management System (CMS) with modules designed for storing student
data, district curriculum, resources, lesson planners, and teacher appraisals
was the most commonly used iPad application, as reported by school
administrators.
23.84% of the participants indicated that they use Ipads for education purposes.
11.92% of them use Ipad of communication and books and references.
According to table 1 they provided, Data analysis of the item, I believe that iPads
are effective tools for principals regarding administrative tasks and personal
organization, yielded a mean score of 3.73 in the pre-survey and 4.27 in the
post-survey.
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.
22.30% of the participants responded that Google Drive storage and sharing
files was the most selected response.
16.55% of them responded syncing Google Calendar to your iPad, Dropbox for
storage and sharing files (13.67%), and Go Tasks with Google Tasks (10.07%).
DISCUSSIONS

Conclusions/Implications (for your profession):

Since school administrators are the key facilitators in implementing new technologies in
their schools, they can be playing as vital role of using or implementing new
technologies to their professional work places. Implementing new technologies such as
Ipads have also some challenges. The challenge is in implementing and creating
instructional goals for their use.
The participants are relatively young administrators with an average age of 34.16 and
fewer numbers of years of experience in education (averaged 8.45 total years of
experience in education, and only 2.04 years of experience as a school administrator).
This could be a positive effect of using new technologies to their schools.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
In this study, it clearly states that there is a lack of using new technologies such as iPads
in the schools. There could be many inside and outside reasons. This article investigates
some possible obstacles and some suggestions based on their results. One of the key
finding that I agree is that young administrators use and curious new technologies than
experienced ones. Also, Id like to add than this is not the only reasons. Their education
backgrounds and perhaps cultures might also effect as well.
Having training is not related with their professional positions. Being administor in the
school is not the reason for having training. Therefore, I disagree with this article along
with researches described in the article (Dawson & Rakes, 2003; McLeod & Richardson,
2011). What I believe is that training is a personal effort. Being administrator is not an
obstacle for this.