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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:
The main purpose of this study to see how powerful is 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:
Procedures: Pre and post survey (online through the survey submission system), a
training session.
Data Collection Methods/Data Source:
Webinar sessions are organized to fulfill the training session for participants. During the
training, there are some topics that help to improve 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.
Data Analysis:
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.
Participants were asked to rate their iPad knowledge and skills prior to and after
completing the training process. While 31.37% rated themselves as a beginner in their
iPad skills and knowledge, 64.71% of participants rated themselves as intermediate,
and 3.92% of the participants rated themselves as advanced prior to the study. After
completing the training process, the percentage of participants rating themselves as
intermediate (70.27%) and advanced (10.81%) increased and the percentage of
participants rating themselves beginner (18.92) decreased. These results suggest that,
overall, the training process had a positive effect on the development of iPad skills and
knowledge.
RESULTS
DISCUSSIONS
REFLECTIONS