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JOURNAL ARTICLE REVIEW

North American University


Education Department
M.Ed. in Educational Leadership
EDUC 5324
Name: ALI ASLAN

Date: 7/8/2015

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: Interdisciplinary Journal of
Practice, Theory, and Applied Research, 31(3), 233-250.
doi:10.1080/07380569.2014.932660
INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):

This study intended to answer the following questions:


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? (Dogan & Almus, 2014, p. 235)
Purpose of the research:

The purpose of this research was to study the impact of the iPad usage training received
by school administrators on the actual use of the iPads in their professional lives and the
usage of iPads in the classroom.
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
School administrators (principals and assistant principals) from one of the largest public
charter school systems. Fifty-one participants who owned iPads volunteered to complete
the pre-survey out of approximately 120 school administrators in the school system
(Dogan & Almus, 2014, p. 236). There were 30 male participants in the pre-survey and

21 female. 37 of pre-survey respondents completed the post-survey. 21 of them were


male, and 16 were female.
Procedures:
Procedures included:
1. Pre-survey: The pre-survey was administered at the beginning of the spring 2013
semester.
2. A training session on the effective use of iPads for administrative tasks and
personal organization: The training included topics intended to develop iPad skills
and usage of job-related applications. Additional resources were provided later to
school administrators.
3. On-going support: Technical support regarding the training topics and study was
available to participants on an ongoing basis.
4. A post-survey: The post survey was administered at the end of the four-month
study period.
Data Collection Methods/Data Source:
- Two survey instruments were used as a mechanism to collect data. Surveys were
administered online.
- 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 (Dogan & Almus, 2014, p.
236).
- The pre-survey also included questions measuring if and how school
administrators were currently using their iPads for their daily school-related tasks,
their beliefs about the effectiveness of iPads for administrative tasks, and if and
how school teachers should be using iPads in the classroom (Dogan & Almus,
2014, p. 236).
- The post-survey instrument included questions intended to measure self-reported
improvements in certain tasks after completing the training, as well as items
regarding the evaluation of training session and resources provided to school
administrators (Dogan & Almus, 2014, p. 236).
- Survey instruments included multiple choice and Likert-type scale items.
Data Analysis:
- The survey responses were reported as frequencies.
- Paired sample t-test 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 (Dogan & Almus, 2014, p. 237).
- The data analysis of this study is categorized into five main groups:
1. Analysis of demographic and contextual data;
2. Impacts of the training process on school administrators use of iPad and iPad

applications;
3. Impacts of the training process on school administrators beliefs regarding
how teachers should use iPads in the classroom;
4. Differences in participants responses by their demographic and contextual
data (gender, age, years of experience in school administration and education,
highest degree attained, school classification, and school size);
5. Evaluation of training process.
RESULTS
Findings or Results (or main points of the article):

The responses of the school administrators were similar regardless of the


demographic differences.
Administrators in K5 had a higher level of iPad skills and knowledge than
administrators of K8 and K12 schools.
Prior to the training process, almost 68% of the school administrators rated their
iPad skills and knowledge as intermediate to advanced. After the training process,
school administrators reported increases in their iPad skills and knowledge.
According to the results of the post-survey, nearly 80% of school administrators
considered their iPad skills and knowledge at the level of intermediate to
advanced (Dogan & Almus, 2014, p. 245).
91.89% of the school administrators found the training useful or very useful.
After completing the training the percentage of participants rating themselves as
intermediate and advanced increased and the percentage of participants rating
themselves beginner decreased
81.08% of the participants would like to continue receiving training and resources
on the use of iPads.
Almost all participants stated that they would like to see their teachers using iPads
for teaching in the classroom.
76.47% of the participants in pre-survey and 86.49% in post-survey thought that
computers used in courses would be replaced by iPads in the future.
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. While the same trend was observed in the
post-survey, the training process seemed to have a positive impact on the use of
applications in productivity and tools categories as well (Dogan & Almus,
2014, p. 246).

The results of the study suggest that providing ongoing training opportunities may help
school administrators success in using iPads for professional duties as well as
implementing iPads in the classroom.(Dogan & Almus, 2014, p. 247).
DISCUSSIONS
Conclusions/Implications (for your profession):

According to results, school administrators believed that iPads were effective tools for
administrative tasks and personal organization. Additionally, administrators were even

more in agreement with this idea after completing the training process (Dogan & Almus,
2014, p. 246).
The results of this study suggest that the school administrators do not only believe that
iPad is an effective tool in general, but they were able to use it specifically for school
related tasks. They also agreed that they wanted to see teachers use them for teaching.
They realized that for iPads to be used effectively proper training is required.
Therefore, essential elements of effective iPad usage in schools seem to be as follows:
- iPad provision to all teachers and administrators.
- Training of school administrators on iPad usage for school-related administrative
tasks and personal organization.
- Training of teachers on iPad usage for school-related tasks, personal organization
and teaching.
- Provision of on-going support and training to the teachers and administrators.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):

I have been using the iPad issued to me by the school for the past 2 years. All of the
administrators on my campus were issued an iPad by our principal who believed it would
help us with our tasks and organization. The idea was great and I have been trying to use
it as much as I can, but I have observed that not everyone was as excited as we were and
some of us just kept it locked in the office drawer, preferring the office computer to the
iPad.
I strongly support the findings of this study regarding the need of training and support.
Campus leaders, if not trained properly and not using the tool they are trying to promote,
will not reach any positive results. Just the fact that we have an iPad does not mean our
work and organization quality has improved. Training and supervision is mandatory if we
want the iPads to be used effectively.
Reference;
Dogan, B., & Almus, K. (2014). School Administrators Use of iPads: Impact of Training
and Attitudes Toward School Use. Computers in the Schools: Interdisciplinary Journal of
Practice, Theory, and Applied Research, 31(3), 233-250.
doi:10.1080/07380569.2014.932660

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