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: ERSIN GUNDUZ Date: 02.11.2019

Cite the reviewed article in APA format:

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):

What are the principals’ perceptions about importance of technology in schools?

Do principals’ perceptions of technology differ by years of experience and gender?

Purpose of the research:

Purpose of the research is focuses on principal characteristics such as 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: 310 principals from southwest region of the United States participated.

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.

Procedures: The questionnaire was administered by graduate students in the

Educational Leadership program at a major, urban doctoral-granting university located

in the south central region of the U.S. As part of the principal’s certification course

requirements, students were trained on how to administer the instrument and required

to interview a specific number of current public school principals. The survey

instrument was designed specifically for this purpose and included both qualitative and

quantitative questions.

Data Collection Methods/Data Source: Data were collected through

observations; documentation (i.e., handbooks, technology policies, and lesson

handouts); and interviews with teachers, staff, and students.

Data Analysis: Analysis of the interview data began with a process of data reduction.

The participants’ responses were read several times to become familiar with the data.

The data was then 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

 RESULTS

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

One-third (35%) of the principals indicated that technology was used as a primary

communication tool. Over one-quarter (28%) of principals responded that technology

was integrated in teachers’ classroom instruction. 14% using technology for data

sharing and management. 15% Using technology as a resource to find information.

10% used for administrative tasks, such as taking attendance. 10% uses Technology for

student learning. When examining the major functions of technology by gender, the

highest percentage of males and females discussed using technology for

communication (33% and 36%, respectively). The next highest percentage of males

and females felt that technology was used for instruction (33% and 25%, respectively).

The two major functions of technology with the highest percentage were

communication and instruction.

DISCUSSIONS
Conclusions/Implications (for your profession): An effective leader is a leader

who is always an example of people working together. This is the same in every study

lane. He is also a school leader and a good leader so that he can fulfill the vision and

mission of the school. This is the same in terms of using technological facilities. Is it

necessary to follow technological developments and provide these opportunities to the

school. In this way, it not only encourages its teachers to use technology, but also

distributes some kind of task in order to realize the vision of the school. The current

generation is a generation that lives inside with technology. Understanding, listening

and studying the lessons also differ from the past. It is more technology centered. For
this reason, it is very important that administrators and teachers in the schools follow

the latest technology. Even some simple new technological advances allow the student

to concentrate and listen more effectively. The results of this study show that principals

find technology important in communication and teaching. They also see the

importance of using technology for data sharing and management, administrative work

as a resource, and student learning. This shows that managers have a positive opinion

about technology and use the technology themselves.

REFLECTIONS

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

school/work):
Technological developments in the last 10 years have completely affected our lives.

Almost all our activities have become linked to technology. Even in our daily work, we

have added reminders and set alarms. It is an indisputable fact that the new generation

follows the technology very well and is better associated with the technology than the

previous generation. However, as a result of the research more than 10 years

experienced principals are using use the technology better than the new teacher. The

Principals who are using technologic facilities surprised me. This should normally be.

But some negative examples lead us to think otherwise. As a result, financial providers

in schools should provide financial support to school principals to follow technological

developments. Also stakeholders and administrator should be able to organize some

seminars and certificate programs for their teachers to get more information about

technologic developments.
 References

Waxman, H. C., Boriack, A. W., Lee, Y. H., & MacNeil, A. (2013). Principals’

perceptions of the importance of technology in schools. Contemporary Educational

Technology, 4(3), 187-196.