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:

Fatma Uguz

Date: 09-25-2016

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 classification, or school size?
Purpose of the research:
The purpose of this study was to determine 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:
The participants consisted of 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 were the target population for the study.
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 pre survey participants were male, 41.2% (n = 21) of the participants were female.

Additionally,
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.
Procedures:
Participants in this study were contacted by email through the school systems central
office.
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).
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.
Data Collection Methods/Data Source:
Two survey instruments as a mechanism to collect data, which were administered online
through the survey submission system hosted at the universitys server.
Data Analysis:
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.
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 postsurveys.
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.

DISCUSSIONS
Conclusions/Implications (for your profession):
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):
IPad technology in the classroom can be a powerful tool for learning and
comprehension. The iPad allows teachers to easily and creatively tailor their lesson plans
for each student based on what that student needs. I believe that iPads were effective
tools for administrative tasks and personal organization. iPads allow for smoother
communication and transmission of materials between teachers and students.. I would
ensure to provide/receive proper training first for the teachers and administrators than
would enforce implementing the use of iPads or tablets in the school environment. IPads
offer educators more diverse methods for delivering instruction and engaging students for
learning in the 21stcentury.. I do agree that it is very effective and convenient tool for
both teachers and students.
According to Levy (2011), "The combination of rich graphics and the intuitive touch
screen brings educational technology to new levels of student engagement."

References:
Levy, P. (2011, July 11).