JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership and M.Ed. in Curriculum and Instruction
EDUC 5324
Name: Halil Yavuz

Date: 07.09.2015

Cite the reviewed article in APA format:

Bulent Dogan & Kadir Almus (2014) School AdministratorsUse 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
To link to this article:
http://dx.doi.org/10.1080/07380569.2014.932660
Winslow, Dickerson, Cheng-Yuan Lee, &Geer, (2012). Kelley, Clark, Brown, & Sitzia,
(2003). Tongco, (2007). U.S. Department of Education, (2003).

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:

How school administrators use iPads for their professional duties and the potential effects
on their work-related tasks and personal organization. In a recent study, iPads were
purchased and implemented in a school sys-tem 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).
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 administrators (i.e., principals and

assistant principals) working in one of the largest public charter school systems in a
southwestern state were the target population for the study.
Procedures: 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 through a purposive
sampling from the target population: A specific population was targeted and only its
members were included in this survey (Kelley, Clark, Brown, & Sitzia, 2003). Purposive
sampling is most effective in studying a certain domain where knowledgeable experts are
included. (Tongco, 2007).
Data Collection Methods/Data Source: Participants in this study were contacted by
email through the school systems central office, after securing approvals from the school
district and the university. Participants were asked to complete consent forms prior to the
study as required by the school district and the universitys Institutional Review Board
(IRB)
Data Analysis: Fifty-one participants who owned iPads volunteered to complete the
pre-survey out of approximately 120 school administrators in the school system. 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,
yieldinga response rate of 72.55%. Twenty-one (56.76%) respondents in post-survey
were male, and 16 (43.24%) were female.
RESULTS
Findings or Results (or main points of the article):

The data analysis of this study is categorized into five main groups:
1- Analysis of demographic and contextual data;
2- Impacts of the training process on school administrators use of iPad and iPad
applications;
3- Impacts of the training process on school administrators beliefs regarding how
teachers should use iPads in the classroom;
4- Differences in participants responses by their demographic and contextual data
(gender, age, years of experience in school administration and education, highest
degree attained, school classification, and school size);
5- Evaluation of training process.

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. Overall, there
were increases in the frequency of school administrators use of the iPad for
administrative tasks and personal organization in all measured areas. Specifically, the
increases in task delegation, organization, calendar, document sharing,
researching through Internet, and using specific applications for my work areas were
statistically significant. Overall, these results were in alignment with Winslowet al.
(2012) in which school principals also believed that iPads provided measurable
productivity gains in school administrator tasks.

DISCUSSIONS
Conclusions/Implications (for your profession):

This survey-based quantitative study investigated the impact of receiving iPad training on
school administrators attitudes toward iPad use in their professional duties and in the
classroom by teachers. Specifically examined in this study were how school
administrators used iPad and iPad applications in their professional duties before and
after training, their beliefs on how teachers should use iPads in the classroom, differences
in participants responses by demographic and contextual data, and evaluation of the
training process.
Participants in this study were relatively young administrators (average
age of 34.16) with fewer number of years of experience in education (averaged 8.45 total
years of experience in education, and only 2.04 years of experience as a school
administrator) compared with other public schools in the state where the study was
conducted (U.S. Department of Education, 2003).
According to the results, 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. Further research is required to
understand the reasons behind this interesting finding.
This outcome suggests that the targeted population was appropriate for purposive
sampling in this study.
In conclusion, overall results of this study suggest that in order for school administrators
to be successful in using iPads for professional duties, especially for administrative tasks
and personal organization, sufficient and ongoing training is recommended.

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

Educators are often provided with technological tools but are given little instruction on
how these tools can be used meaningfully in the classroom. A majority of school

administrators found the training process useful (92% with combined categories of very
useful and useful), and they Downloaded by [76.31.198.76] at 18:17 03 November
2014 School Administrators Use of iPads 247also desired ongoing training and resources
on using iPads for administrative tasks and teaching.
Administrators wanted to see their teachers project and stream lessons or presentations
from their iPads, use specific iPad applications that may help students, and use their iPads
for class communication.
The increases in task delegation, organization, calendar, document sharing,
researching through Internet, and using specific applications for my work areas were
statistically significant.
Almost 68% of the school administrators rated their iPad skills and knowledge as
intermediate to advanced.
Nearly 80% of school administrators considered their iPad skills and knowledge at the
level of intermediate to advanced.
The researchers believe that this finding might be considered as another factor for
increasing the quality of data collected in the study, as well as the high efficiency
of the training process.