JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education
Name: Erdem Denizli

Date: 10/13/15

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):

What is the impact of the training process on school administrators use of iPads
for administrative tasks and personal organization in their professional duties?

What is the impact of the training process on school administrators beliefs

regarding how teachers should use iPads in the classroom?

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 study how school administrators utilize 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:
51 elementary and secondary school administrators from a variety of age, years of
experience both as a school administrator and in education, highest degree earned,
participated.
30 male and 21 female school administrators responded the questions.
37 of pre-survey respondents completed the post-survey. 21 were male, 16 were
female.

Procedures:
Participants were asked to complete consent forms prior to the study.
Once the pre survey was conducted, training about effective use of iPads was
provided to administrators.
At the end of the four-month study period, post survey was given.
Both instruments were reviewed for face validity by two education faculty
members and then were piloted using a group of school administrators in a local
school district. 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.
Some of the questions of the pre-survey were repeated in the post-survey to assess
the change in responses during the study.
Data Collection Methods/Data Source:
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).
Data Analysis:
Survey instruments included multiple choice and Likert-type scale items.
The survey responses were reported as frequencies. In addition, paired sample ttest data analysis was conducted to understand the differences in the responses
between the pre- and post-surveys.
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):

The data analysis of the study is categorized into five main groups.
Administrators use specific iPads applications for work-related purposes.
Following features are reasons why administrators prefer iPads: being mobile,
touch-screen, various applications, compact and light, digital camera feature,
connectivity, camcorder feature.

As an overall, the training process had a positive effect on the development of

iPad skills and knowledge.
School administrators use their iPads for work-related purposes mostly indicated
that education was the modal response.
Administrators would like to see their teachers using iPads for teaching in the
classroom.
Google Drive storage and sharing files were found most useful iPad applications.
DISCUSSIONS

Conclusions/Implications (for your profession):

The study showed that, overall, the training process had a positive effect on the
development of iPad skills and knowledge of the school administrators.
Results also indicated 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.
Among the iPad applications highlighted during the training process, Google
Drive storage and sharing files, syncing Google Calendar to your iPad, and
Dropbox for storage and sharing files were the most used iPad applications.
According to results, school administrators believed that iPads were effective
tools for administrative tasks and personal organization.
Almost all school administrators prior to or after this study reported that they
would like to see their teachers using iPads for classroom teaching.
A majority of school administrators found the training process useful and they
also desired ongoing training and resources on using iPads for administrative
tasks and teaching.
REFLECTIONS

Students Reflections (changes to your understanding; implications for your

school/work):

iPad is a really great tool that can be used both by administrators and teachers. In my
school, I can see our administrators using iPads and I think that with its mobility, it is a
really handy tool for them to stay organized and to keep up tracking their duties and
tasks.
Another thing is, since administrators have a lot to do with the database and spend too
much time in front of the computer, iPads help them to circulate and observe what is
going on in the school as well.
As mentioned on the article, iPads keeps increasing and not hard to mention that laptops
are getting older and it is soon that everyone will want to become more mobile.
Therefore, teachers and all the educators should get involved to using this technology
more.
Web 2.0 tools are getting more and more each day and there are a lot of available ones for
educators and applications those help teachers more. Educators should keep an eye on
technology development.
iPads also can be used in the class as long as how they are benefited. A statistical data of

US Abilene Christian University shows laptop and iPad usage and the frequencies as
follows:

50% of the lecturers use iPad in every lesson, 84% of them use it regularly
the productivity rate of information transfer has improved to 79% by means of the
iPad
much more common use of the course material was distinctive when these devices
were used.

As a result, iPad is a great tool which can be benefited both by the educators and
teachers. Its features are really handy and can help everyone waste less time and focus
more on their tasks and stay organized.
References:
Molnr Dr., G. (2013). New Learning Spaces? M-Learning's, in Particular the iPad's
Potentials in Education. International Journal Of Interactive Mobile Technologies, 7(1),
56-60.