JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership
EDUC 5321: TECHNOLOGY FOR SCHOOL PRINCIPALS
Name: Gercek Boz

Date: October 18, 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), 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):

What is the impact of the training process on school administrators use of iPads
for administrative tasks and personal organization in their professional duties?
What is the impact of the training process on school administrators beliefs
regarding how teachers should use iPads in the classroom?
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?
(Dogan, Almus, 2014)
Purpose of the research:

The purpose of the research is examining the school administrators IPad and IPad
applications use before and after the IPad training.
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
51 Elementary and secondary school administrators (i.e., principals and assistant
principals) working in one of the largest public charter school systems
in a southwestern state
Procedures:
The study was conducted February through May 2013.
Participants answered the post survey questions to measure their improvements in

certain tasks after the training.

The topics of the training are iPad skills and use certain workflow, note-taking,
calendar, productivity, file-sharing, remote-desktop, presentation, and screensharing applications.
The pre-survey was administered at the beginning of the spring 2013 semester and
the post-survey was given at the end of the four-month study period.
Pre-survey included age, years of experience as a school administrator, years of
experience in education, highest degree earned, school classification, and school
size questions. Also pre-survey included questions to measure if and how school
administrators were currently using their iPads for their daily school-related tasks,
their beliefs about the effectiveness of iPads for administrative tasks, and if and
how school teachers should be using iPads in the classroom.
The post-survey included questions to measure self-reported improvements in
certain tasks after completing the training, as well as items regarding the
evaluation of training session and resources provided to school administrators
during the study.
Also some questions of the pre-survey were repeated in the post-survey to assess
the change in responses during the study.
(Dogan, Almus, 2014)
Data Collection Methods/Data Source:
Two survey instruments were developed as a mechanism to collect data, which were
administered online through the survey submission system hosted at the universitys
server.
The pre-survey was administered at the beginning of the spring 2013 semester and the
post survey was given at the end of the four-month study period. 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. Demographic information
collected on the pre-survey included age, years of experience as a school administrator,
years of experience in education, highest degree earned, school classification, and school
size. The pre-survey also included questions measuring if and how school administrators
were currently using their iPads for their daily school-related tasks, their beliefs about the
effectiveness of iPads for administrative tasks, and if and how school teachers should be
using iPads in the classroom.
Designed as a closure to the study, the post-survey instrument included questions
intended to measure self-reported improvements in certain tasks after completing the
training, as well as items regarding the evaluation of training session and resources
provided to school administrators during the study. In addition, some of the questions of
the pre-survey were repeated in the post-survey to assess the change in responses during
the study.
Data Analysis:
The data analysis of this study is categorized into five main groups: analysis of

demographic and contextual data; 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;
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); and evaluation of training process.
RESULTS
Findings or Results (or main points of the article):

School administrators in this study reported valuing the iPads mobility, the touchscreen,
and the ability to use various application features for work related purposes
The training process had a positive effect on the development of iPad skills and
knowledge of the school administrators.
School administrators believed that iPads were effective tools for administrative tasks and
personal organization. Additionally, administrators were even more in agreement with
this idea There were increases in the frequency of school administrators use of the iPad
for administrative tasks and personal organization in all measured areas after completing
the training process.
School administrators in this study had positive views regarding the potential of iPad
current and future use in the classroom by teachers.
Providing ongoing training opportunities may help school administrators success in
using iPads for professional duties as well as implementing iPads in the classroom.
DISCUSSIONS
Conclusions/Implications (for your profession):

1. IPad use affects administrators school related works and other school duties.
2. Principals are favorable toward such technology and teachers use in the
classroom.
3. IPad trainings appear to improve administrators IPad skills and usage.
4. School administrators should be more conscious about IPad applications.
5. Effective IPad use can augment principals and other administrators school tasks
quality and teachers teaching strategies in the classroom.
6. Principals and assistant principals should be open and interested in learning more
about Ipad applications for their school tasks.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):

Use of iPads, or other brand tablets is swiftly increasing in education field. As the article
asserts, I do agree that it is effective and convenient tool for both teachers and students. It
was quite fascinating to see that virtually all school administrators respond similarly to
the surveys regardless the age, gender and education. That proves everybody in education
field has a consensus on the importance of the implementation such technology in

classrooms and school administration. I would ensure to provide/receive proper training

first for the teachers and administrators, and then to make sure reinforce implementing
the use of iPads or tablets in the school environment effectively, and the applications as
well.
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), 233250.
doi:10.1080/07380569.2014.932660