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: Giray GEBES

Date: 06/01/2016

Waxman, H., Boriack, A., Yuan-Hsuan, L., & MacNeil, A. (2013). Principals' Perceptions
of the Importance of Technology in Schools. Contemporary Educational
Technology, 4(3), 187-196.
INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):

How do principals perceptions effect the implementation of technology in

schools?
Is there any connection between integrating of technology in schools successfully
and technological knowledge of the principals?
Are school principals attitudes toward technology crucial in promoting
technology integration in schools?
What key roles do school principals have in integrating technology in their
schools?
How has electronic communication changed the role of principals and school
leaders?
Do principals perceptions of technology differ by years of experience and
gender?

Purpose of the research:

The purpose of this research was to address public school principals perceptions related
to the major functions of technology in their schools.
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
311 principals from a large metropolitan area in the southwest region of the U. S.

866 principals for 1998 national survey

Elementary, middle level, and high school principals in the state of Florida

Procedures:
A convenience sample of 310 principals from a large metropolitan area in the
southwest region of the United States responded to a cognitive interview
questionnaire.
Furthermore, Anderson and Dexter (2005) analyzed a 1998 national survey of 866
principals and developed a technology leadership measure.
Data Collection Methods/Data Source:
The researchers used the methods of interview, questionnaire, and survey to put the data
together they need.
Data Analysis:
The questionnaire was administered by graduate students in the Educational Leadership
program at a major, urban doctoral-granting university located in the south central region
of the U.S. As part of the principals certification course requirements, students were
trained on how to administer the instrument and required to interview a specific number
of current public school principals. The survey instrument was designed specifically for
this purpose and included both qualitative and quantitative questions.
RESULTS
Findings or Results (or main points of the article):

The principals responses for the major functions of technology were grouped into six
categories.

About one-third (35%) of the principals indicated that technology was used as a
primary communication tool.
Over one-quarter (28%) of principals responded that 192 technology was
integrated in teachers classroom instruction.
The third category was using technology for data sharing and management (14%).
Category four was using technology as a resource to find information (15%) and a
principal shared
Technology was also used for administrative tasks, such as taking attendance
(10%).
Finally, technology was used for student learning (10%).
DISCUSSIONS

Conclusions/Implications (for your profession):

Principals are becoming technology leaders, whether they realize it or not.

The present study indicates that principals perceptions of the major functions of
technology in their schools are varied by sex and years of experience.
Many school administrators are novice technology users and have little
experience or training in the knowledge and skills required to be effective
technology leaders.
The results from the present study suggest that principals view technology as
important for carrying out communication and instruction.
This study is limited in that it was only done in one metropolitan region in the
southwest. Future studies should look at principals in other geographic regions
and from different types of schools (e.g., public, private, and charter).
REFLECTIONS

Students Reflections (changes to your understanding; implications for your

school/work):

Principles are becoming technology leaders whether they are ready or not. Principals` use
of technology and the knowledge and skills of principals in this field are very important
to integrate technology in schools successfully. Principles need to allocate time to attend
professional developments to be a role model for their teachers and students. One of the
biggest responsibilities of a principle is to make plans for the future of his/her school.
Bringing a new technology and using it in the most effective way require a careful
planning and mastering in that area so experience and training are essential to be
successful in this issue. The results of the researches show that principals perceptions of
the major functions of technology in their schools are varied by sex and years of
experience (Serhan, 2009) so, principle must take these fact into their considerations
when they plan to attend any professional development.