JOURNAL ARTICLE REVIEW

North American University

Education Department
M.Ed. in Educational Leadership / M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education

Name: Muhammed Toker Date: _______08.06.2020__________

Cite the reviewed article in APA format:

Dogan, B.,& Almus, K. (2014). School Administrators’ Use of iPad: Impact of Training
and Attitudes Toward School Use. Computers in the Schools, 31(3), 233-250.

INTRODUCTION

Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):
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 is to find how school administrators use iPads for their professional duties
and the potential effects on their work-related tasks and personal organization; their
beliefs on how teachers should use iPads in the classroom; differences in participants’
responses by demographic and contextual data.

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 working in one of the largest public
charter school systems in a southwestern state were the target population for the study. 51
subjects were selected through a purposive sampling from the target population.
58.8% (n = 30) of the pre-survey participants were male and 41.2% (n = 21) of the
participants 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.
Survey instruments included multiple-choice and Likert-type scale items and the
responses were reported as frequencies.

Data Collection Methods/Data Source:

Two surveys were administered online through the survey submission system hosted at
the university’s server

Data Analysis:
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):

Demographic and Contextual Data: The average age of school administrators who
participated was 34.16 years. The average year 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. All participants in this study owned an iPad.
While 27.45% of participants purchased their own iPads, the majority of the iPads
(72.55%) were given to school administrators by their school district
Impact of Training use of iPads for Administrative Tasks: A majority of the participants
(66.67%) are found to use specific iPad applications for work related purposes.
Impact of Training on School Administrators’ Beliefs: Virtually all participants in both
the pre-survey (98.04%) and the post-survey (97.30%) stated that they would like to see
their teachers using iPads for teaching in the classroom
Evaluation of Training Process: 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):
Since school administrators are the key facilitators in implementing new technologies in
their schools, training for this group should be a priority.
The relatively young age of participants may be a factor in the positive reception of the
training activities in this study, as it has been previously shown that younger school
administrators use more technology compared with older school administrators
A majority of school administrators reported that they used specific iPad applications for
work-related purposes in this study.
School administrators in this study reported valuing the iPads’ mobility, the touchscreen,
and the ability to use various application features for workrelated purposes. Thus, iPads
as mobile devices with touch screens may have the potential to help school administrators
become more visible.
The training process had a positive effect on the development of iPad skills and
knowledge of the school administrators.
Results also indicated that applications in the “educational” category were the most used
types of iPad applications, followed by “communication” and “books and reference”
prior to the training.
School administrators believed that iPads were effective tools for administrative tasks
and personal organization.
Overall, there were increases in the frequency of school administrators’ use of the iPad
for administrative tasks and personal organization in all measured areas whose results
were in alignment with Winslow et al. (2012) in which school principals also believed
that iPads provided measurable productivity gains in school administrator tasks.
Almost all school administrators prior to or after this study reported that they would like
to see their teachers using iPads for classroom teaching.
These data suggest that providing ongoing training opportunities may help school
administrators’ success in using iPads for professional duties as well as implementing
iPads in the classroom.

REFLECTIONS

Student’s Reflections (changes to your understanding; implications for your

school/work):

Technology is an important part of education. According to researches use of technology

improves overall quality of education. Administrations’ attitudes toward technology affect
teachers’ use of technology. According to this research, principals have a high use of
technology and positive attitude toward technology, which provides opportunity for
improvements in attitudes toward the use of technology at school.
Training on technology also improves use of technology. So regular technology training
should be provided for teachers or administrators.