JOURNAL ARTICLE REVIEW

North American University

Education Department
M.Ed. in Educational Leadership/ M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education
Name:

Deniz Ozkaya

Date:

10/14/2015

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), 233-250.

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
beliefsregarding how teachers should use iPads in the classroom?
3. Are there any differences in school administrators survey responses
basedongender, age, years of experience in school administration and
education,highest degree attained, school classification, 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:
51 elementary and secondary school administrators in one of the largest public charter
school systems in a southwestern state.
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 the20122013 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).
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:

Pre-survey
Training session on the effective use of iPads
On-going support
Post survey

Data Analysis:
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);

Evaluation of training process.

The following tests was conducted:

t-test data analysis

ANOVA (The Analysis Of Variance) Test
SPSS (Statistical Package for the Social Sciences)

RESULTS
Findings or Results (or main points of the article):
1.)Demographic and Contextual Data: 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.
2.) Impact of Training: Use of iPads for Administrative Tasks and Organization in
Professional Duties: 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%).
3.) Impact of Training on School Administrators Beliefs Regarding How Teachers
Should Use iPads in the Classroom: 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%)

4.) Differences in Participants Responses by Their Demographic and Contextual

Data: K12 school level (M = 1.59, SD = 0.50) was significantly different from the K5
level (M = 2.25, SD = 0.50) and the K8 level (M = 2.00, SD = 0.50) at the p < .05
significance level
5.) Evaluation of Training Process: Participants were asked in the post-survey which
iPad applications they found most useful among those highlighted in the training session
and post training resources. Google Drive storage and sharing files was the most
selected response (22.30%) to this question Other popular responses included syncing
Google Calendar to your iPad (16.55%), Drop box for storage and sharing files
(13.67%), and Go Tasks with Google Tasks (10.07%).
DISCUSSIONS
Conclusions/Implications (for your profession):
This study showed that the impact of receiving iPad training on school
administrators attitudes toward iPad use in their professional duties and in the
classroom by teachers. It also discussed 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.
A majority of school administrators reported that they used specific iPad applications
for work-related purposes in this study. They found the training process useful, and they
also desired ongoing training and resources on using iPads for administrative tasks and
teaching. As a result school administrators believed that iPads were effective tools for
administrative tasks and personal organization. They were in agreement with this idea
after completing the training process.
As a conclusion it can be seen that the positive effect and improvement on iPad use
of school administrators before and after IPad an IPad apps training. As school
administrators are seen as both the instructional and technological leaders of their
schools, receiving appropriate training would not only allow them to be efficient in
performing work-related tasks but also positively affect the successful implementation of
iPads by teachers and students.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):

I think iPad is a very effective technological tool for both school administrators and
teachers in education. Using iPads in schools and classrooms for all activities, duties,
and tasks provides convenience. So leaders, assistant principals, teachers and students
should benefit from iPad applications as possible as they can.
IPads also provide many teaching and learning opportunities for educators. It can
be used a wide variety of needs. In addition iPads effect students learning extremely and
teachers should gain many practical ways for using iPad in the classroom to increase
their students learning skills and achievements. There are a lot of benefits of using iPad
which makes our education life easier. Another important advantage is its easy to carry
to perform duties in school for every time.
In order to be successful in using iPad and iPad applications for professional duties,
school administrators and teachers should get professional training. Teachers should
always improve themselves especially about technology. Nowadays, more students
grow up in digital age, this necessities that teachers can satisfy their needs by attracting
their interests. The world is changing so as a teacher we need to catch up with all in
particular, in education. Therefore school administrators should support teachers to get
training about technology usage so teacher help students to succeed.