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: Enisa Ibrahimovic Date: September 20, 2017

Cite the reviewed article in APA format:

Bulent Dogan & Kadir Almus (2014) School Administrators Use of iPads: Impact of
Training and Attitudes Toward School Use, Computers in the Schools:
Interdisciplinary Journal of Practice, Theory, and Applied Research, 31:3, 233-250,
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 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.
Background research was provided indicating that in order for school administrators to
be seen as technology leaders they needed to be seen as crucial part of the process in
teachers integration of technology use.

Purpose of the research:

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?

METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants: 51 subjects were selected through a purposive sampling from a

target population, elementary and secondary school administrators (principals
and assistant principals) from charter school systems.
Out of 120 school administrators in the school system, only 51 volunteered,
58.8% (n=30) were male and 41.2% (n=21) were female.

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. The researchers developed two survey instruments as a
mechanism to collect data, which were administered online through the survey
submission system hosted at the universitys server.

Data Collection Methods/Data Source:The pre-survey was administered at the

beginning of the spring 2013 semester and the postsurvey was given at the end of the
four-month study period. 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.

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 classi- fication, 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):

According to (Bulent Dogan & Kadir Almus (2014), results taken verbatim or
paraphrased from the study are as follow:
 Average age of school administrators who participated was 34.16 years, and
the average years of experience in education was 8.45. All participants in this
study owned an iPad, either given by school (72.55%), or purchased on their
own (27.45%). The majority of the participants schools were classified as K-
12 (62.75%)
66.67% of subjects used iPad applications for work related purposes,
specifically Eduphoria. The subjects enjoyed iPad feature of mobility with
21.43%. Participants were also rated on iPad knowledge prior to training and
after training. Overall the results indicated that training had a positive effect on
the subjects with intermediate and advanced users increasing in skills and
knowledge and beginner users decreasing.

Furthermore, subjects strongly agreed with statement I believe that iPads are
effective tools for principals regarding administrative tasks and personal
organization, with mean score close to 5, which also made the results
statistically significant. The domains that included, task delegation,
organization, calendar, document sharing, researching though internet, as well
as using specific applications for my work were significant, but note taking and
walk through and observations were not.

Moreover, virtually all participants in both surveys indicated that they would like
to see their teachers use iPads for teaching in the classroom.

Participants indicated that applications most used were in the educational

category with google drive storage and sharing files most useful features of
iPads with 22.30%, followed by Google Calendar and drobox.

K-5 participants reported that their level of iPad skills and knowledge was
higher than administrators of K-8 and K-12 schools.

Overall take away was that administrators should receive sufficient training if
they wanted their teachers and students to use iPads as well.

(Bulent Dogan & Kadir Almus (2014) School Administrators Use of iPads: Impact of
Training and Attitudes Toward School Use, Computers in the Schools:
Interdisciplinary Journal of Practice, Theory, and Applied Research, 31:3, 233-250,
DOI: 10.1080/07380569.2014.932660)

DISCUSSIONS

Conclusions/Implications (for your profession): I am glad that this study was

conducted and was able to show statistically significant results, which is incredibly
hard to achieve in the research field. Clearly technology is positively accepted in the
field of education and as long as leaders are utilizing it, the teachers will follow. Most
of the iPad use was used on work related features, specifically Eduphoria. After
training the knowledge and skill increased for the educational leaders. As far as
teaching is concerned, as long as training is provided during Professional
Development teachers will utilize the services provided.
 REFLECTIONS

Students Reflections (changes to your understanding; implications for your

school/work):
Currently we are utilizing Chromebooks on daily basis, for math and ELA. Our SPED
population also gets priority for Chromebooks. The programs that students log on are
on students learning level and guided by the students ability and knowledge mastery.
I believe it is a positive resource to have for the students, they love interactive parts of
software programs that they are utilizing. Also they love the touch screen features on
their Chromebooks, they get jealous of each other if they do not get touch screen
Chromebook assigned to them. We also encourage students to log on the programs
that we offer at home as well. Many students report having tablets, iPads, and phones
that are compatible with apps that we are using. Some of the apps and programs
also do not require internet for their use. As someone who is afraid of change, I
welcome technology into my classroom at any time, as long as I am fully confident in
my ability to use it.