JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership and M.Ed. in Curriculum and Instruction
EDUC 5324
Name: Bilal Kucukyilmaz__

Date: _7/12/2015_

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. doi:15287033
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:

This research study involving a training process, which included workshops, online
resources, and ongoing support, was designed to identify how school administrators can
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: All participants in this study owned an iPad. 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 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.

Procedures: 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. The study was conducted February through May 2013. As
researchers, we developed two survey instruments as a mechanism to collect data, which
were administered online through the survey submission system hosted at the universitys
server. The pre-survey was administered at the beginning of the spring 2013 semester and
the postsurvey was given at the end of the four-month study period. Surveys were
finalized after the feedback on the pilot versions. Demographic information collected on
the pre-survey included age, years of experience as a school administrator, years of
experience in education, highest degree earned, school classification, and school size. The
pre-survey also included questions measuring if and how school administrators were
currently using their iPads for their daily school-related tasks, their beliefs about the
effectiveness of iPads for administrative tasks, and if and how school teachers should be
using iPads in the classroom. the post-survey instrument included questions intended to
measure self-reported improvements in certain tasks after completing the training, as well
as items regarding the evaluation of training session and resources provided to school
administrators during the Downloaded by [76.31.198.76] at 18:17 03 November 2014
School Administrators Use of iPads 237 study.
Data Collection Methods/Data Source:
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%). Also 50.98% of school
administrators held a bachelors degree and 49.02% held a masters degree.
Data Analysis:

RESULTS
Findings or Results (or main points of the article): School administrators were further

solicited to evaluate the training process that they participated in during the study. 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. Furthermore, 48.65%
of participants found the training session and the resources provided afterward very
useful, followed by 43.24% finding them useful, and 8.11% finding them somewhat
useful.
DISCUSSIONS
Conclusions/Implications (for your profession): Educators are often provided with

technological tools but are given little instruction on how these tools can be used
meaningfully in the classroom. Even though teachers have more resources available to
them than ever before, they still do not receive sufficient training on the effective use of
technology to enhance learning (U.S. Department of Education, 2004). In conclusion,
overall results of this study suggest 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. 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 effect the successful implementation of
iPads by teachers and students.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
Personally I haven`t learned anything new by reading this study. Yes technology is important, yes
we have to enhance more electronics into any field of employment especially schools, and yes of
course there is no point in integrating technology into our educational field without giving proper
instructions on how to use those technology tools. At the very beginning of reading the study I
already predicted the results, because lots of principals are much older generation which means
they are more prone to the traditional Yellow Pad and Pen type system, but if trained properly and
given the right tools anyone can benefit from electronic tools, in our case the IPads.