JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership
EDUC 5324
Name: Selcuk Bakir

Date: 07/12/2015

Dogan, B., & Almus, K. (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:

This study focused the following questions.

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:

The purpose of this research was to see how IPADs used by administrators and used in
education, and its effects on education. In addition to this purpose, it was tried to explain
the effects of training received for I-Pad use.

METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
School administrators (principals and assistant principals) from one of the largest public

charter school systems.

Fifty-one participants who owned iPads volunteered to complete the pre-survey out of
approximately 120 school administrators in the school system (Dogan & Almus, 2014, p.
236).
There were 30 male participants in the pre-survey and 21 female. 37 of pre-survey
respondents completed the post-survey. 21 male, and 16 female.
Procedures:
It was a voluntary based study among administrators be using IPad provided by the
school district or purchased by participants.
After getting approval school district and university board administers were informed
about the purpose, structure and schedule of the study.
Pre-survey: It was administered at the beginning of the Spring 2013 semester.
Provided Training: The training included topics intended to develop iPad skills and usage
of job-related applications. Additional resources were provided later to school
administrators.
On-going support: Technical support provided for the participant about the training topics
and the study.
A post-survey: The post survey was administered at the end of the four-month study
period.
Data Collection Methods/Data Source:
Two survey instruments were used as a mechanism to collect data. Surveys administered
online.
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 (Dogan & Almus, 2014, p. 236).
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 (Dogan & Almus, 2014, p. 236).
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 (Dogan &
Almus, 2014, p. 236).
Survey instruments included multiple choice and Liker-type scale items

Data Analysis:
The analysis for data of this study is mainly grouped in five categories.
1-Analysis of demographic and contextual data.
2-Impacts of the training process on school administrators use of iPad and iPad
applications.
3-Impacts of the training process on school administrators beliefs regarding how
teachers should use iPads in the classroom.
4-Differences in participants responses by their demographic and contextual data .
5- Evaluation of training process.

RESULTS

The majority of administrators (66.67%) use educational applications like Eduphoria on

the I Pad.
Administrators in K5 had a higher level of iPad skills and knowledge than leaders of K
8 and K12 schools.
Prior to the training process, almost 68% of the school administrators rated their iPad
skills and knowledge as intermediate to advanced. After the training process, school

administrators reported increases in their iPad skills and knowledge. According to the
results of the post-survey, nearly 80% of school administrators considered their iPad
skills and knowledge at the level of intermediate to advanced (Dogan & Almus, 2014, p.
245).
91.89% of the school administrators found the training useful or valuable.
After completing the training, the percentage of participants rating themselves as
intermediate and advanced increased, and the proportion of participants rating
themselves beginner decreased
81.08% of the participants would like to continue receiving training and resources on the
use of iPads.
On the post-survey the majority (97.30%) of administrators gave opinion that they would
like to see teachers use IPad in the classroom.
Almost all participants stated that they would like to see their teachers using iPads for
teaching in the classroom.
76.47% of the participants in pre-survey and 86.49% in the post-survey thought that
iPads would replace computers used in courses in the future.
The study shows and supports the idea that the younger school administrators are the
more they use technology in the schools (Afshari et al., 2010; Schiller, 2003).
Results shows that applications in the educational category were the most used types of
iPad applications, followed by communication and books and reference prior to the
training. While the same trend observed in the post-survey, the training process seemed to
have a positive impact on the use of applications in productivity and tools categories
as well (Dogan & Almus, 2014, p. 246)

DISCUSSIONS
Conclusions/Implications :

1- Per this study, school administrator uses IPad application at their work place, to

use efficiently, they need more training

2- School leaders wants to see how IPad positively affect instruction and teacher
style for delivery instruction
3- Per researchs results, K-% administrators level of iPad skills and knowledge
higher than administrators of K8 and K12 schools. Further studies in this field
are needed per the writer..

REFLECTIONS

As a current technology tool IPads can help school leader for organize and plan their
daily routines. However, they need professional help to use effectively. Per researchs
results, administrators used IPad for note taking, tasks follow up, organizing, document
sharing, teacher evaluation and walk through or observations, etc IPads can be
effective tools for principal regarding educational apps that teachers can use for their
classes, and they can connect their iPad to the projector, they can create expensive and
high-tech science experiment environment. IPad is also easy to share or move between
offices or classrooms. To sum up, both administrators and teachers who needs to use this
magic tool, they need purpose based training
Reference;
Dogan, B., & Almus, K. (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