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: Sayyara Rajapova Date:6/5/2016
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):
This study intended to answer the following questions:
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 classication, or school size.
Purpose of the research:
The main purpose of the research was to determine potential impacts of iPads were
purchased and implemented in a school system based on the assumption that they
would enhance the productivity of school administrators, thus improving school
functionality and promoting a technology-rich school climate (Winslow, Dickerson,
Cheng-Yuan Lee, & Geer, 2012).
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 system in a
southwestern state.
Participation in this study was voluntary.

51 school administrators volunteered to complete pre-survey. 30 out of 51

participants were male and 21 were female. Additionally, 37 of pre-survey
respondents completed the post-survey. 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. The average school size of
participants was calculated as 618.50.
50.98% of school administrators held a bachelors degree and 49.02% held a
masters degree.
The majority of participants schools were classied as elementary, middle,
and high school.

Procedures:
Training was designed based on feedback from participants and delivered through an
interactive webinar session. The training of school administrators included topics
intended to develop iPad skills and use certain workow, note-taking, calendar,
productivity, le-sharing, remote-desktop, presentation, and screen-sharing
applications covered specically from a principals perspective. Additional resources
reinforcing the topics covered in the initial training session were provided later to
school administrators in the form of video and written tutorials for their convenience.
Technical support regarding the training topics and study was available to participants
on an ongoing basis. Researchers provided technical support to school administrators
via e-mail and telephone. The study was conducted February through May 2013.
Data Collection Methods/Data Source:
Two survey instruments were used as a mechanism to collect data, which were
administered online through the survey submission system hosted at the universitys
server. Survey instruments included multiple choice and Likert-type scale items.
Data Analysis:
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.
RESULTS
Findings or Results (or main points of the article):
The data of the study is analyzed under five main categories:
1. Demographic and contextual data,
According to this analysis 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. The average school
size of participants was calculated as 618.50. 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%), middle and high school (612)
(9.80%), and elementary (K5) (7.84%). 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,
Participants were asked to rate their iPad knowledge and skills prior to and after
completing the training process. While 31.37% rated themselves as a beginner in
their iPad skills and knowledge, 64.71% of participants rated themselves as
intermediate, and 3.92% of the participants rated themselves as advanced prior to
the study. After completing the training process, the percentage of participants rating
themselves as intermediate (70.27%) and advanced (10.81%) increased and the
percentage of participants rating themselves beginner (18.92) decreased. These
results suggest that, overall, the training process
3. Impacts of the training process on school administrators beliefs regarding how
teachers should use iPads in the classroom,
According to the results all participants in both the pre-survey (98.04%) and the postsurvey (97.30%) stated that they would like to see their teachers using iPads for
teaching in the classroom. The analysis results showed that there were some changes
between pre and post survey in terms of training. It showed a positive increase in
almost all questions asked.
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),
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.
5. Evaluation of training process.
School administrators were asked 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):
Participation for the survey in this study was voluntary so 51 participants out of
approximately 120 school administrators in the school system volunteered to complete
the pre-survey giving pre-survey participation rate of 42.5%, additionally 37 of pre-

survey respondents completed the post-survey, yielding a response rate of 72.55%.

From my point of view these participation rates are really low, but even with the higher
participation rates the results will not significantly change to the negative numbers.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
School administrators play integral roles in insuring schools function smoothly. They
are involved in nearly all aspects of their schools operation. They are responsible for
setting school budget, coordinating school curriculum, helping with behavior
management, etc. In order to keep their educational quality in their schools they are
also responsible to use and implement all state of the art technology, which will result
in saving time, enhancing efficiency, and improving the quality. Prior to reading this
article I was thinking that in every technological implementation training is required.
Now after reading this article and seeing the analytical difference between the pre and
post surveys I made sure that training is a must in every technological changes and
implementations. Especially in school system school administrators are main
responsible party.