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: Onur Togan

Date: December 1, 2015

Cite the reviewed article in APA format:

Bulent Dogan & Kadir Almus (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):

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 do school administrators use iPads for their professional duties and the potential
effects on their work-related tasks and personal organization?
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
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.
Data Collection Methods/Data Source:
A descriptive analysis of the demographic and contextual data for the presurvey
participants was conducted. The average age of school administrators who participated
was 34.16 years. The average years of experience in education was 8.45, and the average
years of experience as a school administrator was 2.04. The average school size of
participants was calculated as 618.50. All participants in this study owned an iPad. While
27.45% of participants purchased their own iPads, the majority of the iPads (72.55%)
were given to school administrators by their school district. While all participants used
Microsoft Windows Vista, 7, or 8 as their computer platform, 52.94% used the iPhone
(iOS) as their mobile platform, followed by Android (37.25%), BlackBerry OS (1.96%),
and other (7.84%). The majority of participants schools were classified as elementary,
middle, and high school (K12) (62.75%), followed by elementary and middle school
(K8) (19.61%), middle and high school (612) (9.80%), and elementary (K5)
(7.84%). Participants were also asked in the pre-survey about the highest level of
education that they had attained. According to the results, 50.98% of school
administrators held a bachelors degree and 49.02% held a masters degree
Data Analysis:
School administrators were asked to report their opinions regarding how teachers should
be using iPads in the classroom. Virtually all participants in both the pre-survey (98.04%)
and the post-survey (97.30%) stated that they would like to see their teachers using iPads
for teaching 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 preand 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%); and
projecting/streaming lessons/presentation to the iPad (17.60% vs. 18.39%). Alternately,
there were slight decreases between pre- and postsurvey 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%), and Encouraging
taking notes (8.15% vs. 8.05%).

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 and 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.
Almost all school administrators prior to or after this study reported that they would like
to see their teachers using iPads for classroom teaching. Specifically, 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. In addition, school administrators desired to see teachers using iPads in
the aforementioned areas more after completing the training process. The majority of
school administrators believed that iPads would be replacing computers in the future.
This belief was more prevalent in school administrators who completed the training
process. These results suggest that school administrators in this study had positive views
regarding the potential of iPad current and future use in the classroom by teachers. The
encouraging position of principals regarding iPad use may contribute to the successful
implementation of iPads in the school, as principals are the instructional and technology
leaders of their schools (Dawson & Rakes, 2003; Lashway, 2002; McLeod, 2008). 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 247 also desired ongoing
training and resources on using iPads for administrative tasks and teaching. Overall, these
data 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.
DISCUSSIONS
Conclusions/Implications (for your profession):
It is important that school administrators should have a training on how to use iPads
in classroom. Administrators should be an example for teachers. How to use
resources is an essential skill for teachers. When teachers need help, first place
should be principals` or other admins` office.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
This article helped me understand more that administrators should be a role model for teachers. Using iPad
for education is an important progress for schools. It makes the lessons not only more effective and also
more interesting. Even teachers can go to paperless system. Printers can break down sometimes and be
waste of time for teachers. Professional development is an effective way to teach more activities to use

them in classes. As a teacher, I do searches all the time over internet or by attending workshops. If
administrators know lots of the information about technology and how to implement it into education,
teachers can ask everything they want to learn.