JOURNAL ARTICLE REVIEW TEMPLATE

North American University

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

Name: Omer BULUT Date: JULY 12,2019

Waxman, H., Boriack, A., Yuan-Hsuan, L., & 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):
To research the perceptions of principals in public schools about the importance of
technology in schools due to National Educational Technology Standards (NETS-A)?

Purpose of the research:

The aim of this study focuses on two questions: What are the perceptions of the managers
about the importance of technology and do the perceptions of the directors differ
according to years of experience and gender?

METHODOLOGY

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

Participants: Elementary and secondary school administrators (i.e., principals

and assistant principals) from a large metropolitan area in the southwestern United States
responded to a survey of state school principals' perceptions of key functions in their
schools.

Procedures: The survey has involved topics intended to develop computer skills and its
usage such as communication, instruction, data sharing and management, a resource,
administrative tasks, and student learning applications. The other resources were given as
video and written tutorials.

Data Collection Methods/Data Source: Participants were asked to evaluate their

experiences with the technology usage. Cognitive interview questionnaire asking
principals perceptions about the importance of technology in their schools. The survey
was conducted by undergraduate students in the Educational Leadership program at a
large, urban doctoral university in the southern central area of the United States.

Data Analysis: There are 5 different categories. Demographic analysis and contextual
data; the effects of the education process on school administrators' use of computer and
internet applications; the impact of the educational process on school administrators'
beliefs about how teachers should use technological tools in the classroom; differences in
participants' responses according to demographic and contextual data (visionary
leadership, digital age learning culture, excellence in professional practice, systemic
improvement, digital leadership, gender, age, years of experience in school ).

RESULTS

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

The sample consisted of 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.
Table 1: Principals’ Perceptions of the Major Function of Technology
Communication 34.5(%)
Instruction 27.7(%)
Data sharing and management 13.6(%)
Resource 14.5(%)
Administrative tasks 10.0(%)
Student learning 9.7(%)
Table2: Principals’ Perceptions of the Major Function of Technology by Sex
Major Function of Technology Male (n=126) Female (n=184)
Communication 32.5 % 35.9 %
Instruction 32.6 % 24.6 %
Data sharing and management 15.0 % 15.2 %
Resource 15.9 % 13.6 %
Administrative tasks 12.0 % 8.7 %
Student learning 7.2 % 11.5 %
Table 3: Principals’ Perceptions of the Major Function of Technology by Years of
Experience
Major Function of Technology: 0-3 Yrs(n=104) 4-7 Yrs(n=82) 8-11 Yrs(n=55) 12-15 Yrs (n=32)> 15 Yrs (n=31)
Communication 38.5 % 32.9 % 30.9 % 28.1 % 35.5 %
Instruction 24.1 % 30.4 % 23.6 % 31.3 % 38.7 %
Data sharing & Management 10.6 % 18.3 % 14.6 % 21.9 % 19.4 %
Resource 21.2 % 7.3 % 9.1 % 12.5 % 25.8 %
Administrative tasks 6.7 % 12.2 % 3.6 % 15.6 % 19.4 %
Student learning 9.6 % 14.6 % 3.6 % 12.5 % 6.4 %
 As a result of the use of technology, all data produced positive results.
DISCUSSIONS

Conclusions/Implications (for your profession):

As a result, school managers must follow the latest technological developments to help
teachers integrate technology. In the lack of this knowledge, administrators find it
difficult to help teachers understand the use of technology in the classroom. So the
implementation of the technology and all the technological processes must be a great
effect to the teachers and the education system.

REFLECTIONS

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

school/work):
In today's world, think of a school so that there is no technology, students get foreign to
the internet. Yes, it is almost impossible to imagine such an education and training
environment. In an educational institution, integrated with new, technological and
scientific developments, the director is everything. Manager, every kind of technological
development, the teacher and the student gives direction. Always follows the technology
and tries to bring it to school. It keeps the school employees close to technological
developments both financially and spiritually. He or she as a manager always goes one
step at a time. Follows technological discoveries and announces innovations to teachers
and students.

References:
International Society for Technology in Education. (2009). National Education
Technology Standards for Administrators. Retrieved on 10 March 2013 from
http://www.iste.org/docs/pdfs/nets-a-standards.pdf

Desimonte, L. M. & LeFloch, K. C. (2004). Are we asking the right questions? Using
cognitive interviews to improve surveys in education research. Educational Evaluation
and Policy Analysis, 26, 1-22.