JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education
Name:Yeliz Tuna

Date: 10/18/2015

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, 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 iPad in the classroom?

3] Are there any differences in the school administrators survey

responses based on gender, age, years of experience in the school
administration

and

education

highest

degree

attained

.school

classification , or school size?

Purpose of the research:

There are numerous studies and projects on the implementation of iPads in

educational setting around the world. However, there is a lack of research on
how school administrators use iPad for their professional duties and the potential
effects on their work-related tasks and personal organization. In order to
determine potential impact in this area, a research study involving a training
process, which included workshops, online resources, and ongoing support, was
designed.

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 administrator, i.e. principals and assistant
principal ,51 participant who owned iPad volunteer,120 school administrators in
the school system. 58.8%9(n=30) of the pre survey participants were male,
41.2% (n=21) of the participants were female. Additionally post-survey response
56.76%(n=21) participant were male, 43.24%(n=16) were female
Procedures:
Study components included a pre-survey, a training session(Training was
designed based on feedback from participant and delivered through an
interactive webinar session) , on -going support, and a post-survey
Data Collection Methods/Data Source:
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, ongoing support, and a post-survey.

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):

School administrators in this study reported valuing the iPads mobility, the
touchscreen, and the ability to use various application features for work related
purposes.

The training process had a positive effect on the development of iPad skills and
knowledge of the school administrators.

School administrators believed that iPads were effective tools for administrative
tasks and personal organization. Additionally, administrators were even more in
agreement with this idea. There were increases in the frequency of school
administrators use of the iPad for administrative tasks and personal organization
in all measured areas after completing the training process.

School administrators in this study had positive views regarding the potential of
iPad current and future use in the classroom by teachers.

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
advanced. 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.

A majority of school administrators found the training process useful (92% with
combined categories of very useful and useful), and they also desired ongoing
training and resources on using iPads for administrative tasks and teaching.

DISCUSSIONS
Conclusions/Implications (for your profession):
Before to use any technology trainigs are essential to be successful. When teachers

and administrators get training about any implementation of the technology they have
more confidence and willing to use effectively. Most of the time, schools are focusing on
training of the teachers but to be successful, administrators have to be trained.
Therefore, they can help teachers when they have problems. Principals have positive
view on implementing technology in the classroom and they are willing to take some risk
to do that. That is a big chance for the school to start any technology in the classroom.
Also technology makes administrators life easier and helps them to support their
teachers better. That also improves the school and teacher performance.

REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
Using I-pads in classroom is getting more common everywhere. This research
showed that administrators were agree to use them in their schools they are happy to
see their teachers are using in classrooms and helping students. Like anything else,
training is the key for the success. Personally I believe the technology helps students
and teachers to shape the instruction and provide individual support. However,
whenever talking about problems in the education, we see the technology is the key for
the solution. Because of the speed of the life students want to get faster feedback and
support. That is the same for the teachers. When administrators use I-Pads or similar
devices, they can provide feedback faster to the teachers. Moreover, administrators are
the leaders of the school not only for instruction but also for technology. Therefore
administrators have to have the confidence to use the technology in their life.
Administrators can use I-Pads for evaluation, checking e-mails, security cameras and
tracking students performance regularly, whenever and wherever they are.

References:
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