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: Deepika Dhadal Date: November 2, 2019

Cite the reviewed article in APA format:

Waxman, H., Boriack, A., Yuan-Hsuan, L., & MacNeil, A. (2013). Principals'
Perceptions of the Importance of Technology in Schools. Contemporary
Educational Technology, 4(3), 187-196.

INTRODUCTION
Research Questions (if research questions are not specifically mentioned,
what is the theoretical background or overarching theme):
The study specifically examines the following two research questions:
a) What are principals’ perceptions of the importance of technology? and
b) Do principals’ perceptions of technology differ by years of experience
and gender?

Purpose of the research:

The study builds on the prior research and includes an open-ended,
cognitive interview question that allows for the examination of principal’s
perspectives and orientations toward technology. The study also focuses
on principal characteristics such as years of experience and gender.

METHODOLOGY
What is the methodology for the research or approach used to understand
the issue? Provide information regarding the following:
Participants:
310 principals; 126 males and 184 females
 102 participants had 0-3 years experience
 82 participants had 4-7 years experience
 55 participants had 8-11 years experience
  32 participants had 12-15 years experience
 31 participants had 15+ years experience

Procedures:
The principals responded to a cognitive interview questionnaire that asked
them about their perceptions regarding the importance of technology for
their schools. The interview questions were “Has technology had an impact
in your school?” and “If so, in what specific ways has it made a
difference?”

Data Collection Methods/Data Source:

Cognitive interview questionnaire

Data Analysis:
Analysis started with a process of data reduction. The responses were read
several times to become familiar with the data. The data was then coded
into meaningful categories. After establishing the categories, another
researcher independently coded a 10% sample of responses to determine
consistency of the coding. The inter-coder reliability results revealed a high
level of agreement (Cohen’s kappa = .94).

RESULTS
Findings or Results (or main points of the article):
The responses were grouped into six categories:
 One-third (34.5%) of the principals indicated that technology was
used as a primary communication tool.
 Over quarter (27.7%) of principals responded that technology was
integrated in teachers’ classroom instruction.
 13.6% used technology for data sharing and management.
 14.5% used technology as a resource to find information.
 10.0% used technology for administrative tasks, such as taking
attendance.
 9.7% used technology for student learning.

When examining the major functions of technology by gender

 32.5 % males and 35.9% females used technology for
communication,
 32.6% males and 24.6% females used technology for instruction,
 15% males and 15.2% females used technology for data sharing and
management,
 15.9% males and 13.6% females used technology for finding
resources,
 12% males and 8.7% females used technology for administrative
 tasks, and
 7.2% males and 11.5% females used technology for student learning.

When examining principals’ perceptions of the major functions of

technology by years of experience:
 0-3, 4-7, and 8-11 years of experience used technology for
communication (39%, 33%, and 31%, respectively), followed by
instruction (24%, 30%, and 24%, respectively).
 12-15 and more than 15 years of experience used technology in
instruction (31% and 39%, respectively) followed by communication
(28% and 36%, respectively).

DISCUSSIONS
Conclusions/Implications (for your profession):
The results suggested that principals view technology as important for
carrying out communication and instruction as well as importance of
technology for data sharing and management, as a resource, for
administrative tasks and for student learning. The principals have a
positive view of technology and are using technology themselves. Also, the
principals’ perceptions of the major functions of technology in their
schools are varied by sex and years of experience.

REFLECTIONS
Student’s Reflections (changes to your understanding; implications for
your school/work):
I believe the principals understanding the importance of technology with
the changing era is important as they will be able to integrate technology in
their schools more efficiently if they understand the importance of it. With
changing time, change in instruction and administrative task is really
important. Nowadays, no teacher prefers taking attendance by hand and
then turning it when it can be turned in online right away reducing the
double work as well as grades. Implementing technology in schools makes
it a lot easier for teachers to continue their daily activities without affecting
their teaching.