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:

Sukru Kilic

Date:

6/6/2016

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):
What is the impact of the training process on school administrators beliefs
regarding how teachers should use iPads in the classroom?

Purpose of the research:

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: Elementary and secondary school administrators(principals and

assistant principals).120 school administrators.58.8% male,41.2% female of
the pre-survey participants and who ever responded pre-survey is
21(56.76%) respondents is male and 16(43.24%) female. Collectively, 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 (Kelley, Clark, Brown, & Sitzia, 2003).

Procedures: Participants in this study were contacted by email through the

school systems central office, after securing approvals from the school
district and the university. The initial communication included information on
the purpose, structure, and schedule of the research study along with
information on training and resources to be provided throughout the spring
semester of the 20122013 school year. Participants were asked to complete

consent forms prior to the study as required by the school district and the
universitys Institutional Review Board (IRB).

Data Collection Methods/Data Source: Fifty-one participants who owned

iPads volunteered to complete the pre-survey out of approximately 120
school administrators in the school system. While 58.8% (n = 30) of the presurvey participants were male, 41.2% (n = 21) of the participants were
female. Additionally, 37 of pre-survey respondents completed the postsurvey, yielding a response rate of 72.55%. Twenty-one (56.76%)
respondents in post-survey were male, and 16 (43.24%) were female. 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 is 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.

Data Analysis: 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.

RESULTS
Findings or Results (or main points of the article): 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. There is too much date information
on research if you need more information it please see the research work.
DISCUSSIONS
Conclusions/Implications (for your profession): Prior to the training process, almost
68% of the school administrators rated their iPad skills and knowledge as intermediate to
advance. After the training process, school administrators reported increases in their iPad skills
and knowledge. According to the results of the post-survey, nearly 80% of school administrators
considered their iPad skills and knowledge at the level of intermediate to advance. These results
suggest that, overall, the training process had a positive effect on the development of iPad skills
and knowledge of the school administrators. These results suggest that school administrators
in this study had positive views regarding the potential of iPad current and future use in the
classroom by teachers. The encouraging position of principals regarding iPad use may contribute
to the successful implementation of iPads in the school, as principals are the instructional and
technology leaders of their schools (Dawson & Rakes, 2003; Lashway, 2002; McLeod, 2008).
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
Nowadays, Technology is a crucial part of our life However still some teachers doesnt know how
to use effectively. Being principal is a very sensitive job, and their job not only buys an iPad or
another type of technology for their classes. A principal should send them to training to how to
implicate technology in their class. As I read this article I, am not surprise to a result of this
research. IPad is a very useful tool to use during the class time. As a science teacher, we are not
using textbook anymore instead of the book we are using a website for our curriculum. And I
wish I had iPad set in my class to use it .but for my Physics class I am using my iPad for an
experiment, and its very useful and fast.

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