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:Reyhan Keskin

Date: 10/26/2015

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:
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 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).
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.
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 pre- and 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):
School administrators should have a training on how to integrate iPads in education.
Therefore teacher can have a professional trainer in their school. They can ask their
questions and have the feedback right away. Teachers have so many resources, but
most of them do not know how to implement them in their lesson. If a school
administrator knows how to use those, he/she can arrange professional
developments for teachers.

REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
Before reading this article, I did not know that it was so important for admins to know
how to use iPads in education. As leaders of schools, administrators should be wise to
such implementation fallacies. Contemplate the required elements for 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. As a leader of
schools, 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. Challenge users to change their behavior to avoid printing every
document that comes across their desk. When implementing activities, look for ways to
provide electronic copies. School administrators can lead teachers by their experiences.
They can help and provide more efficient time for educators. Teachers can use those
experiences in lessons. Getting knowledge from someone always in school can also
prevent wasting time for search. Administrators can arrange trainings during staff
meeting after they get request about related area. As a teacher, I may not use efficiently
professional development days happening right before school starts, but I can ask my
admins throughout year if they know how to implement technological tools in lesson. It
improves also admin-teacher relationship. Teachers can change the view admins give all
the time orders and make it admins are the ones always there to help me in anytime.

References
(2012). School Administrators as Leaders of iPad Implementation ... Retrieved October 27, 2015,
from http://www.emergingedtech.com/2012/04/school-administrators-as-leaders-of-ipadimplementation-programs/.