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:____Hatem Dartay_______ Date: ________6/4/2017________

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 classication, or school size?

Purpose of the research:

The purpose of this study was to investigate the impact of receiving iPad training on school
administrators attitudes towards iPad use in their professional lives and in the classroom by
teachers.
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
The participants in this study were 51 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.
The participants consisted of 30 males and 21 females.

Procedures:
Participants in this study were contacted by email through the school s ystem's central ofce,
after securing approvals from the school district and the university. The initial communication
included information on the purpose, s tructure, 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).

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, on-going support, and a post-survey. Survey instruments
included multiple choice and Likert-type scale items

Data Analysis:

The survey responses were reported as frequencies. Paired sample t-test data analysis was
conducted to understand the differences in the responses between the pre-survey and
post-survey. 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):

Categorical analysis based on responses showed the following:
Average age of participating school administrators: 34.16 years
Average years of experience in education: 8.45 years
Average years of experience as school administrators: 2.04 years
Average school size of participants: 618.5 students.
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.
The majority of participants schools were classied 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%).
50.98% of school administrators held a bachelors degree and 49.02% held a masters
degree.
Analysis of the question, What is the best feature of iPad in your experience?, revealed
that being mobile was the most selected response with 21.43%, followed by
touchscreen (20.88%), being able to use various applications (15.93%), compact and
light (13.74%), digital camera feature (10.44%), connectivity (9.89%), and camcorder
feature(7.69%).
Analysis of a question measuring what type of applications school administrators use the
most on their iPads for work-related purposes indicated that education was the modal
response (23.84%). Other popular responses were communication and book reference.
To assess the impact of training on school administrators beliefs regarding how teachers
should use iPads in the classroom they were asked before and after the training session
to report their opinions on 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 the
course would be replaced by iPads in the future, 76.47% of the participants in the
pre-survey and 86.49% in post-survey responded yes.
A majority (81.08%) responded that they would like to continue receiving training and
resources on the use of iPads for administrative tasks and teaching. Also, a majority of
school administrators found the training process useful (92% with combined categories of
very useful and useful)
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):
Overall, this study advances our understanding of receiving appropriate training would not only
allow them to be efcient in performing work-related tasks but also positively affect the successful
implementation of iPads by teachers and students.
Also, this study indicates 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):
Effective innovation use demonstrated by school admins both encourages and brings together
the endeavors of students and instructors to make an advanced age learning society inside a
school.
Administrators should be wise to such implementation misconception. Contemplate the required
elements for the success of a technology implementation initiative: commitment of funding,
proper training, modeling of best practices, integration into daily practice, and methodical steps
towards full capacity. Each element requires some level of training. Key persons should be given
the background knowledge and skills necessary to carry out their functions with the project and
be in a position to feed the continued growth of the implementation. ( David Mahaley, 2012)
Also, Administrators should identify opportunities where they can demonstrate the potential
benefits of the iPad in the school. This should include not only the instructional benefits, but other
areas of impact such as efficiency, resource management, and communication.