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: Ahmet Bakir

Date: 10/17/15

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, 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):

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: Examining how school administrators use iPads for their

professional duties and the potential effects on their work-related tasks and personal
organization and examining the impact of receiving specific iPad training on school
administrators` attitudes toward iPad use.

METHODOLOGY

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

Participants: 120 elementary and secondary school administrators.

Procedures: Study components contained a pre-survey, a training session on the
effective use of iPads for administrator tasks and personal organization , specially
designed resources expanding the topics covered in the training session, on-going support
Data Collection Methods/Data Source: Data source was 120 school administrators
of 51 elementary and secondary schools. Data collection was administered online through
the survey submission system hosted at the university`s server.
Data Analysis: Data obtained from the pre-survey at the beginning of the Spring 2013
semester and the post survey was given at the end of the four month study period. The
pre-survey also included 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 during the study. Paired sample t-test data analysis was conducted
to comprehend 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.

RESULTS
Findings or Results (or main points of the article): 1-Analysis of demographic and

contextual data; impacts of the training process on school administrators use of

iPad and iPad applications:

The average age of school administrators who participated was 34.16 years.

The average years of experience in education was 8.45

The average years of experience as a school administrator was 2.04.
The average school size of participants was calculated as 618.50.
27.45% of participants purchased their own iPads
The majority of the iPads (72.55%) were given to school administrators by their
school district.

2- Impact of Training: Use of iPads for Administrative Tasks and Organization in

Professional Duties
School administrators were asked whether they used specific iPad applications
for work-related purposes. A majority of the participants (66.67%) responded
affirmatively to this question.
Analysis of the question, What is the best feature of iPad in your experience?,
being mobile was the most selected response with 21.43%
touchscreen was (20.88%),
being able to use various applications (15.93%)
compact and light (13.74%)
digital camera feature (10.44%),
connectivity (9.89%)
camcorder feature (7.69%).
Participants were asked to rate their iPad knowledge and skills prior to
and after completing the training process.
31.37% rated themselves as a beginner in their iPad skills and knowledge,
64.71% of participants rated themselves as intermediate
3- Impact of Training on School Administrators Beliefs Regarding How Teachers
Should Use iPads in the Classroom

When school administrators were asked whether they thought that computers used
in courses would be replaced by iPads in the future, 76.47% of the participants in
pre-survey and 86.49% in post-survey responded yes.
The analysis of a question asking how school administrators would like to see
their teachers using iPads in the classroom revealed that there were slight
increases between the pre- and post-survey in the following responses: using
iPad for class communication (e-mail, messaging, contacting parents, etc.)
(11.59% vs. 13.22%)
making specific applications (created by the teacher) that might help students
(10.30% vs. 12.07%);
using specific applications (created by others) that might help students (15.88%
vs. 16.67%)

projecting/streaming lessons/presentation to the iPad (17.60% vs. 18.39%).

Alternately, there were slight decreases between pre- and post-survey regarding
the number of responses selected for remaining items, such as, Requiring
creative assignments involving iPad use (18.88% vs. 16.67%),
Referencing/sharing a specific content item (picture, document, video, etc.) as an
example (17.17% vs. 14.94%)
Encouraging taking notes (8.15% vs. 8.05%).

DISCUSSIONS
Conclusions/Implications (for your profession): School administrators in K5

reported their level of iPad skills and knowledge higher than administrators of K8 and
K12 schools. Furthermore, administrators in K-12 schools reported significantly lower
level of iPad skills and knowledge than administrators of K-5 and K-8 schools regardless
of age, years of experience in school administration and in education, highest degree
attained, school size, or gender, school administrators responded similarly to items in this
study. The familiarity of participants with the iOS operating system indicated that
participants in this study had the basic competency required to use iPads prior to the
training. 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 work related purposes Prior to the training process, almost 68%
of the school administrators rated their iPad skills and knowledge as intermediate to
advanced. After the training process, school administrators reported increases in their
iPad skills and knowledge. According to the results of the post-survey, nearly 80% of
school administrators considered their iPad skills and knowledge at the level of
intermediate to advance. These results suggest that, the training process had a positive
effect on the development of iPad skills and knowledge of the school administrators.

REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):

I think these result was expected. There is no big surprises in the study except only
surprise was that when I learned the results from survey about K-5 administrators are
more engaged than K-8 and K-12 administrators regardless of gender, age, years of
experience in school administration , and education , highest degree attained , school
classification or school size. Because by improving technology, administrator always try
to learn and teach something new for the students. In addition, technology is pretty useful
and time saver. I believe that administrators try to do a lot of things in a short time period
using new technology such as iPad help them to save time for improve school quality.

Furthermore, using these kind of latest technology is increase personal organization and
their duties in the school.