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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:___Habibe____

Date: _____10/19/15______

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:

This survey-based quantitative 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: 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 were the target population for the study.
51 subjects were selected through a purposive sampling from the target
population: A specific population was targeted and only its members were
included in this survey.

Fifty-one participants who owned iPads volunteered to complete the pre-survey


out of approximately 120 school administrators in the school system.
58.8% (n = 30) of the pre-survey participants were male, 41.2% (n = 21) of the
participants were female.
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.
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.

Procedures: Study components included a pre-survey, a training session on the


effective use of iPads for administrative tasks and personal organization, specially
designed resources expanding the topics covered in the training session, on-going
support, and a post-survey.
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
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.
Data Collection Methods/Data Source: During the study pre-survey and post
survey methods were used to collect data. Additionally, survey instruments included
multiple choice and Likert-type scale items. 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 classification, and school
size. Statistical Package for the Social Sciences (SPSS) software was used to conduct the
data analysis.
Data Analysis: 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.

RESULTS
Findings or Results (or main points of the article): The data analysis of this study is

categorized into five main groups:


(1) Analysis of demographic and contextual data; according to the results, 50.98% of
school administrators held a bachelors degree and 49.02% held a masters degree.
(2) Impacts of the training process on school administrators use of iPad and iPad
applications; 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.
(3) Impacts of the training process on school administrators beliefs regarding how
teachers should use iPads in the classroom; School administrators were asked to report
their opinions regarding 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 courses
would be replaced by iPads in the future, 76.47% of the participants in pre-survey and
86.49% in post-survey responded yes.
(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); In order to understand the differences in
participants responses by gender, age, years of experience in school administration and
education, highest degree attained, school classification, and school size, six one-way
ANOVA tests and one t test were conducted for two items of the pre-survey. 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. The same result
occurred for the item measuring school administrators self-reported levels of iPad skills
and knowledge, with the exception of school classification. There was a significant
difference on the item measuring the self-reported level of iPad skills and knowledge by
the school classification, F (3, 47) = 3.23, p = 0.03, 2 = 0.17 (Table 3).
(5) Evaluation of training process; School administrators were further solicited to
evaluate the training process that they participated in during the study. 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. Furthermore, 48.65% of
participants found the training session and the resources provided afterward very
useful, followed by 43.24% finding them useful, and 8.11% finding them somewhat
useful.
DISCUSSIONS

Conclusions/Implications (for your profession): School administrators play a vital

role in the implementation of new technologies, and they are widely regarded as the
instructional leaders of their schools. Since school administrators are the key facilitators
in implementing new technologies in their schools, training for this group should be a
priority.
A majority of school administrators reported that they used specific iPad applications
for work-related purposes in this study. According to the results, Eduphoriaan iPad
application used for the Eduphoria CMS with modules designed for storing student data,
district curriculum, resources, lesson planners, and teacher appraisalswas the most
commonly used iPad application as reported by school administrators. Apparently, this
CMS was commonly implemented on all campuses of the school system under study.
One of the traits of a strong school leader is the ability to be visible and get out of the
office (Principals Identify Top Ten Leadership Traits, 2008). School administrators in
this study reported valuing the iPads mobility, the touchscreen, and the ability to use
various application features for workrelated purposes. Thus, iPads as mobile devices with
touchscreens may have the potential to help school administrators become more visible.
Research suggests that professional development programs can help teachers integrate
new technologies into their instruction (Sivin-Kachala & Bialo, 2000). Similar to
teachers, school administrators effective use of technology depends on proper training.
In conclusion, overall results of 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 affect the successful implementation of
iPads by teachers and students.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):

I was thinking there would not be correlation with school leaders being trained about
technology for educational purpose and its effects on teachers using the technology in
classrooms until this research. It did not seem relevant to me because school leaders and
teachers are working in the distinct departments when it comes to the job description.
However, I see now that when school leaders are trained in integrating technology in
educational field provides them better understanding the importance of this integration. If
the school leaders are aware of the importance, they give support to teachers in
facilitating them to use technology in instruction. When school leaders experienced the
benefit of technological tool in their department after training, they become assured the
advantages and become eager to apply these advantages for students academic success.
According to the researchs suggestion, and what I come to conclusion, training is the
primary action to take before applying any new strategy. In brief, education is a must in
every age, and in every area.

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