JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership and M.Ed. in Curriculum and Instruction
EDUC 5324

Name: Seref Yagli

Date: 07/10/2015

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: 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 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? (Dogan & Almus, 2014, p. 235)
Purpose of the research:
The purpose of the research on the educational uses of iPads in the classroom
by teachers and students, it would be worthwhile to examine how school
Administrators use iPads and how this use could affect school wide implementation.
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 in
one of the largest public charter school systems in a southwestern state.

Procedures:
Training was designed based on feedback from participants and delivered through an
interactive webinar session. The training of school administrators included topics
intended to develop iPad skills and use certain workflow, note-taking, calendar,
productivity, file-sharing, remote-desktop, presentation, and screen-sharing applications
covered specifically from a principals perspective.
Additional resources reinforcing the topics covered in the initial training session were
provided later to school administrators in the form of video and written tutorials for their
convenience. Technical support regarding the training topics and study was available to
participants on an ongoing basis. Researchers provided technical support to school
administrators via e-mail and telephone (Dogan, B. & Almus, K., 2014).
Data Collection Methods/Data Source:
Demographic information collected on the pre-survey included age, years of experience
as 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.
The post-survey instrument included questions intended to measure self-reported
improvements in certain tasks after completing the training, as well as items regarding the
evaluation of training session and resources provided to school administrators (Dogan &
Almus, 2014, p. 236).
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 preand 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 (Dogan, B. & Almus, K., 2014).
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

-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.
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. While the same trend was observed in the post-survey, the training
process seemed to have a positive impact on the use of applications in productivity and
tools categories as well (Dogan & Almus, 2014, p. 246).
The results of the study 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.(Dogan & Almus, 2014, p. 247).
DISCUSSIONS
Conclusions/Implications (for your profession):
We can see the benefits of training. Thats impact of Training: Use of iPads for
Administrative Tasks and Organization in Professional Duties.
I strongly recommend for that survey and training to be applied to all of the STEM
school. I believe
that the iPad helps in administrator's tasks and it will contribute to the development
of education. Also this training helps teachers to use it for educational purposes instead of
personal usage.
I can see the benefits of training in solving several issues.
There are numerous studies and projects on the implementation of iPads in
educational settings around the world (Crichton, Stuewe, Pegler, & White, Downloaded
by [76.31.198.76] at 18:17 03 November 2014 School Administrators Use of iPads
235 2011; Dogan, 2012; Murphy, 2011)
If I compare the Chromebooks and the iPads, the Chromebooks are more centralized. We
can deploy the app with google console to chrome books, but I dont know how
to deploy the app for the iPads.
Results also suggest that school administrators in this study had positive views
regarding the potential of iPads current and future use in the classroom by teachers.
Furthermore, the training process had a positive effect on the school administrators
development of iPad skills and knowledge. (Dogan & Almus, 2014, p. 233).
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
I've been using the schools iPad for a year, but I did start to use an iPhone almost 5 years
ago. IPhone uses a similar operating system as the iPad. So it wasnt difficult for me.

As my job, I helped the administrators and teachers at our school in using the
technology. When the iPad came to our school in 2012, our school administrators
delivered it to certain departments like ESL and SPED and our administrators.
My concern is that as an IT manager we need to get an iPad before them because we need
to create a school account for the iPad. Otherwise, the teachers create their own personal
account that we cannot delete. If the teachers do not renew their contract, I have to
contact with them and delete their personal account because it doesnt let anybody use it.
On the other hand, an iPad is very useful, easy to work with, user friendly and also
students are eager to use it. Even though there are some restrictions, it is not easy to
control them.
Another disadvantage is that the iPads do not have a regular keyboard like
the Chromebooks keyboards. If the students get used to using two fingers, then they will
have a difficulty taking the writing test.
As I mentioned earlier students can use the iPad easily, and its user friendly. Also it isnt
Fragile like the Chromebooks. It is more durable and portable. I strongly believe that
teachers need to get more training about the use of an iPad.
Reference
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