JOURNAL ARTICLE REVIEW

North American University

Education Department
M.Ed. in Educational Leadership / M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education

Name: Ali Cingilli Date: 7/4/2019

Cite the reviewed article in APA format:

Waxman, H. C., Witt Boriack, A., Lee, Y.-H., & Macneil, A. (2013). Principals’
Perceptions of the Importance of Technology in Schools. Contemporary Educational
Technology, 4(3), 187–196

INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what
is the theoretical background or overarching theme): It is clearly stated in the
article that priciples’ both gender and years of experience have a direct effect on
technology choice and its functions. (Waxman, Witt Boriack, Lee, & Macneil, 2013)

Purpose of the research: There are 2 main reasons of this study that what are
principals’ perceptions of the importance of technology? and Do principals’
perceptions of technology differ by years of experience and gender? (Waxman, Witt
Boriack, Lee, & Macneil, 2013)

METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following: A convenience sample of 310
principals from a large metropolitan area in the southwest region of the United States
responded to a cognitive interview questionnaire that asked principals about their
perceptions regarding the importance of technology for their schools.
Participants: 126 males and 184 females. A range of years of experience was present
with 104 participants having 0-3 years of experience, 82 participants having 4-7 years,
55 participants having 8-11 years, 32 participants having 12-15 years, and 31
participants having greater than 15 years of experience have participated to the
research.
Procedures: Graduate students in the Educational Leadership program at a major,
urban doctoral-granting university located in the south central region of the U.S.
administrated the questionnaire. Students were trained on how to administer the
instrument and required to interview a specific number of current public school
principals since this is a part of the principal’s certification course requirements.
(Waxman et al., 2013)
Data Collection Methods/Data Source: Only the data from the interviews was
used. The interview questions were not like a simple yes, no type of questions rather
they are open-ended questions such as “Has technology had an impact in your school?"
and "If so, in what specific ways has it made a difference?” (Waxman et al., 2013)

Data Analysis: The first step in analysis of the data begins with a process of data
reduction. In order to become familiar with the data responses were read a couple
times. Right after that the data coded into meaningful categories. Once the categories
were established, another researcher independently coded a 10% sample of responses
to determine the consistency of the coding. The inter-coder reliability results revealed a
high level of agreement (Cohen’s kappa = .94). (Waxman et al., 2013)

RESULTS

Findings or Results (or main points of the article):

“The principals’ responses for the major functions of technology were grouped into six
categories as seen in first table” (Waxman et al., 2013)
 Over one-quarter (28%) of principals responded that 192 technology was integrated
in teachers’ classroom instruction.
 About one-third (35%) of the principals indicated that technology was used as
primary communication tool.
 Technology was also used for administrative tasks, such as taking attendance (10%).
 Category four was using technology as a resource to find information (15%)”
 The third category was using technology for data sharing and management (14%).
 And technology was used for student learning (10%)

In Table 2, Principals’ Perceptions of the Major Function of Technology shown and

male principal are using technology in instruction than their female counterpart while
female principal are using technology for communication more than male counterpart.
It is also important to see female principals uses technology in student learning more
than their male counterparts

In Table 3, “principals’ perceptions of the major functions of technology were

examined by years of experience: 0-3 years, 4-7 years, 8-11 years, 12-15 years, and
more than 15 years. The two major functions of technology with the highest percentage
were communication and instruction” (Waxman et al., 2013)

DISCUSSIONS

Conclusions/Implications (for your profession): MacNeil and Delafield (1998)

found that when administrators act as technology leaders, the teachers and students
integrate and use technology more successfully. To help teachers integrate technology,
school leaders need to keep up with the latest technology. Without this knowledge,
administrators find it difficult to help teachers understand the use of technology in the
classroom. Schmeltzer (2001) argues that administrators need a broad set of
experiences; they need to develop an understanding of how technology can improve
instructional practices and a repertoire of strategies for supporting teachers’ efforts to
use technology in the classroom. They also see the importance of using technology for
data sharing and management, as a resource, for administrative tasks and for student
learning. This indicates that principals have a positive view of technology and are
using technology themselves. (Anderson & Dexter, 2005; Baylor & Ritchie, 2002;
Chang, 2012; Isabelle & Lapointe, 2003; Ritchie, 1996; Sharratt, 1999) the principals’
positive attitudes towards technology and use of technology is viewed by teachers as
being supportive of integration of technology into the classroom. The present study
indicates that principals’ perceptions of the major functions of technology in their
schools are varied by sex and years of experience. Furthermore, schools should provide
funding and opportunities for principals to attend technology training. This could
increase their technology leadership and lead to better implementation of technology in
entire schools.

REFLECTIONS

Student’s Reflections (changes to your understanding; implications for your

school/work): Since I work as an IT in the school environment or more than 5 years, I
always believed in that technology provides great opportunities for everyone in all
aspects of life especially in a school environment. It helps for better and faster
communications between both staff, student and parent. It makes learning easier and
more meaningful. Actually, there are so many benefits of technology implementation
to the educational institutions that I cannot mention even a half of them in here. I can
admit that I have never thought school leaders have in a key position to bring
technology to school and have all the parties apply it into the education until I read this
article.
References:
Waxman, H. C., Witt Boriack, A., Lee, Y.-H., & Macneil, A. (2013). Principals’
Perceptions of the Importance of Technology in Schools. Contemporary
Educational Technology, 4(3), 187–196.

MacNeil, A. J. & Delafield, D. P. (1998). Principal leadership for successful school

technology implementation. In S. McNeil, J. D. Price, S. B. Mehall, B. Robin, & J.
Willis (Eds.), Technology and teacher education annual 1998 (pp. 296-300).
Norfolk, VA: AACE.

Schmeltzer, T. (2001). Training administrators to be technology leaders. Technology and

Learning, 21(11), 16-24.

Anderson, R. E. & Dexter, S. (2005). School technology leadership: An empirical

investigation of prevalence and effect. Educational Administration Quarterly, 41,
49-82.

Baylor, A. L. & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale,
and perceived student learning in technology-using classrooms? Computers &
Education, 39, 395-414.

Chang, I-H. (2012). The effect of principals' technological leadership on teachers'

technological literacy and teaching effectiveness in Taiwanese elementary schools.
Educational Technology & Society, 15, 328-340.

IsaBelle, C. & Lapointe, C. (2003). Start at the top: Successfully integrating information
and communication technologies in schools by training principals. The Alberta
Journal of Educational Research, 49, 123-137.

Sharratt, L. (1999). Technology implementation: Lessons for school and district leaders.
Orbit, 30, 36-39.