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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: Bahar Baydere Date: September 16, 2017

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: iPads were purchased and implemented in a school system based on
the assumption that they would enhance the productivity of school administrators, thus
improving school functionality and promoting a technology-rich school climate (Winslow,
Dickerson, Cheng-Yuan Lee, & Geer, 2012). Even though Winslow et al. (2012) provided
insightful information on how iPads are used by principals, the literature review conducted for
this study revealed that there was no research examining the impact of receiving specific iPad
training on school administrators attitudes toward iPad use. In order to determine potential
impacts in this area, a research study involving a training process, which included workshops,
online resources, and ongoing support, was designed. We developed this study based on our
experiences as a faculty member in the field of educational technology and as a faculty member
in the field of educational leadershipat a small private university located in a southwestern
metropolitan city.
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 (i.e., principals and assistant
principals)The criteria for study participation included being employed as a school
administrator and having an iPad provided by the school system. Participation in this study was
voluntary. Collectively, 51 subjects were selected. While 58.8% (n = 30) of the pre-survey
participants were male, 41.2% (n = 21) of the participants were female. Additionally, 37 of pre-
survey respondents completed the post-survey, yielding a response rate of 72.55%. Twenty-one
(56.76%) respondents in post-survey were male, and 16 (43.24%) were female.

Procedures:Participants in this study were contacted by email through the school systems
central office, after securing approvals from the school district and the university. The initial
communication included information on the purpose, structure, and schedule of the research
study along with information on training and resources to be provided throughout the spring
semester of the 20122013 school year. Participants were asked to complete consent forms
prior to the study as required by the school district and the universitys Institutional Review
Board (IRB). Fifty-one participants who owned iPads volunteered to complete the pre-survey
out of approximately 120 school administrators in the school system.
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 study was
conducted February through May 2013. As researchers, we developed two survey instruments
as a mechanism to collect data, which were administered online through the survey submission
system hosted at the universitys server. 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. Both instruments were reviewed for face validity by two education faculty members
and then were piloted using a group of school administrators in a local school district. Surveys
were finalized after the feedback on the pilot versions. 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.
Designed as a closure to the study, 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 Downloaded by [76.31.198.76] at 18:17 03 November 2014 School
Administrators Use of iPads 237 study. 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. 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.

Data Collection Methods/Data Source:As researchers, we developed two survey


instruments as a mechanism to collect data, which were administered online through the survey
submission system hosted at the universitys server. 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. Both instruments were reviewed for face validity by two education faculty
members and then were piloted using a group of school administrators in a local school district.
Surveys were finalized after the feedback on the pilot versions

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):


These results suggest that, overall, the training process had a positive effect on the development
of iPad skills and knowledge.These results suggest that, overall, the Downloaded by
[76.31.198.76] at 18:17 03 November 2014 246 B. Dogan and K. Almus training process had a
positive effect on the development of iPad skills and knowledge of the school administrators
According to results, school administrators believed that iPads were effective tools for
administrative tasks and personal organization. Additionally, administrators were even more in
agreement with this idea after completing the training process.
DISCUSSIONS

Conclusions/Implications (for your profession): After reviewing the article, I believe


that ipad is an effective tool to be used in the school setting, and the training to use this
technology is very much needed. It is not a one shot deal, it is a continuous training for
them, it is a must for the teachers and administrators because technology evolves
constantly, and they have to keep up with to be effective. otherwise they will have a
hard time connecting with the students' needs in the new technological era.

REFLECTIONS

Students Reflections (changes to your understanding; implications for your


school/work): The article did not really surprise me because I can see the positive
effects of being trained to use new technology that is available, such as the ipad. As
technology evolves, so does the learning and communication of the younger
generation. In order to be more productive, we need to use the new technology such as
the ipad to better assist the students, and ourselves in the school setting. Whether e-
mailing parents, or keeping data or even having the option of a touch screen, whatever
makes it easier for the teachers, they will incorporate that into their lifestyle as well as
their teaching in a classroom. I also think that being trained, as it was conducted in this
study, school administrators were more eager to apply the new skills/ technology that
they learned. Once you learn something, and understand the benefits of it, you will
continue to use it. Ipad is a great tool to use to teach, to keep track, to connect, and to
have fun with. Teaching school administrators how to use this tool will benefit
everyone on the long run.

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