JOURNALARTICLEREVIEWTEMPLATE

NorthAmericanUniversity
EducationDepartment
M.Ed.inEducationalLeadershipandM.Ed.inCurriculumandInstruction
EDUC5324

Name:HudaverdiBozyigitDate:_07/12/15

CitethereviewedarticleinAPAformat:
Dogan,B.,&Almus,K.(2014).SchoolAdministratorsUseofiPads:ImpactofTraining
andAttitudesTowardSchoolUse.ComputersintheSchools,31(3),233250.
doi:10.1080/07380569.2014.932660

INTRODUCTION
ResearchQuestions(ifresearchquestionsarenotspecificallymentioned,whatis
thetheoreticalbackgroundoroverarchingtheme):

1.Whatistheimpactofthetrainingprocessonschooladministratorsuseof
iPadsforadministrativetasksandpersonalorganizationintheirprofessional
duties?

2.Whatistheimpactofthetrainingprocessonschooladministratorsbeliefs
regardinghowteachersshoulduseiPadsintheclassroom?
3.Arethereanydifferencesinschooladministratorssurveyresponsesbasedon
gender,age,yearsofexperienceinschooladministrationandeducation,
highestdegreeattained,schoolclassification,orschoolsize?

Purposeoftheresearch:
ThepurposeofthisresearchwastofindouttheadministratorsuseofiPadsand
ImpactofTrainingandAttitudesTowardSchoolUse

METHODOLOGY
Whatisthemethodologyfortheresearchorapproachusedtounderstandthe
issue?Provideinformationregardingthefollowing:

Participants:
Thetargetofthisstudywaselementaryandsecondaryschool
administratorsthatworkinmajorpubliccharterschools.ThereWasatotalof
120administratorsthatparticipatedand51outofthe120administersthat
ownediPadsvolunteeredtotakethepresurvey

Procedures:
therewastwosurveysapresurveyandapostsurvey.The
researchwasconductedbetweenFebruaryandMaythepresurveywastakenin
FebruaryandafterfourmonthsinMaytheschoolaministratorstookthepost
survey.Afterbothwereadministeredthesurveyswerepilotedusingagroupof
schooladministratorsinalocalschooldistrict.Surveyswerefinalizedafterthe
feedbackonthepilotversions.Demographicinformationcollectedonthe
presurveyincludedage,yearsofexperienceasaschooladministrator,yearsof
experienceineducation,highestdegreeearned,schoolclassification,and
schoolsize.Thepresurveyalsoincludedquestionsmeasuringifandhow
schooladministratorswerecurrentlyusingtheiriPadsfortheirdaily
schoolrelatedtasks,theirbeliefsabouttheeffectivenessofiPadsfor
administrativetasks,andifandhowschoolteachersshouldbeusingiPadsin
theclassroom.Designedasaclosuretothestudy,thepostsurveyinstrument
includedquestionsintendedtomeasureselfreportedimprovementsincertain
tasksaftercompletingthetraining,aswellasitemsregardingtheevaluationof
trainingsessionandresourcesprovidedtoschooladministratorsduringthe
study.Inaddition,someofthequestionsofthepresurveywererepeatedinthe
postsurveytoassessthechangeinresponsesduringthestudy.

DataCollectionMethods/DataSource:
Theresultsfromthebothsurveyswere
readthemtheywerepilotedbyagroupofadministrators.Thepresurvey
measuredadministerstoursusofiPadsintheirdailylife.Intendedtomeasure
selfreportedimprovementsincertaintasksaftercompletingthetraining.

DataAnalysis:
Theanalysisofthedatacollectedwasgroupedintofivedifferent
categories:analysisofdemographicandcontextualdataimpactsofthetraining
processonschooladministratorsuseofiPadandiPadapplicationsimpactsof
thetrainingprocessonschooladministratorsbeliefsregardinghowteachers
shoulduseiPadsintheclassroomdifferencesinparticipantsresponsesbytheir
demographicandcontextualdata(gender,age,yearsofexperienceinschool
administrationandeducation,highestdegreeattained,schoolclassification,and
schoolsize)andevaluationoftrainingprocess.

ParticipantswereaskedtoratetheiriPadknowledgeandskillspriortoandafter
completingthetrainingprocess.While31.37%ratedthemselvesasabeginner
intheiriPadskillsandknowledge,64.71%ofparticipantsratedthemselvesas
intermediate,and3.92%oftheparticipantsratedthemselvesasadvanced
priortothestudy.Aftercompletingthetrainingprocess,thepercentageof
participantsratingthemselvesasintermediate(70.27%)andadvanced
(10.81%)increasedandthepercentageofparticipantsratingthemselves
beginner(18.92)decreased.Theseresultssuggestthat,overall,thetraining
processhadapositiveeffectonthedevelopmentofiPadskillsandknowledge.

RESULTS
FindingsorResults(ormainpointsofthearticle):
Thedataanalysisofthisstudyiscategorizedintofivecategories.Demographicand
contextualdataforthepresurveyparticipantswasconducted.Theaverageageof
schooladministratorswhoparticipatedwas34.16years.Theaverageyearsof
experienceineducationwas8.45,andtheaverageyearsofexperienceasaschool
administratorwas2.04.Theaverageschoolsizeofparticipantswascalculatedas
618.50.
AllparticipantsinthisstudyownedaniPad.While27.45%ofparticipants
purchasedtheirowniPads,themajorityoftheiPads(72.55%)weregiventoschool
administratorsbytheirschooldistrict.WhileallparticipantsusedMicrosoftWindows
Vista,7,or8astheircomputerplatform,52.94%usedtheiPhone(iOS)astheirmobile
platform,followedbyAndroid(37.25%),BlackBerryOS(1.96%),andother(7.84%).
Themajorityofparticipantsschoolswereclassifiedaselementary,middle,andhigh
school(K12)(62.75%),followedbyelementaryandmiddleschool(K8)(19.61%),
middleandhighschool(612)(9.80%),andelementary(K5)(7.84%).Participants
werealsoaskedinthepresurveyaboutthehighestlevelofeducationthattheyhad
attained.Accordingtotheresults,50.98%ofschooladministratorsheldabachelors
degreeand49.02%heldamastersdegree.

DISCUSSIONS
Conclusions/Implications(foryourprofession):
IlearnedthatusingiPadsareveryimportantforeducationandthatitisaimportant
technologicaldeviceforbothstudentsandteachersinmyjob.Accordingtothisarticle,
beforeiPadtrainingprocessalmostsixtyeightoftheschooladministratorslevelofiPad
skillsandknowledgewasintermediatetoadvanced.TheresultsshowthattheiPad
trainingincreasedtheseresultsandithadapositiveaffectonthedevelopment.
That'swhyIhavetoincreasemyskillsintechnologicaldevicesandusethemmorefor
teaching.
REFLECTIONS
StudentsReflections(changestoyourunderstandingimplicationsforyour
school/work):
Iunderstandedthatageandexperincehasabigeffectontheresultfromthesurvey.Mostoftheparticipats
inthisresearchwereyounganddnothavemuchexperince.80%oftheparticipantswantedtheiPad
trainingtocontinueforthemselves.IagreebecauseIshouldinsemyknowledgeinusingiPadsfor
teaching.Also,IusemostofthetoolscoveredinthetrainIngbutIneedtousemoretoolsandapplications
iniPadsforteaching.Administratorswanttoseeteachersusemoretechnologyintheirclassroomsandin

theirprofessionduties.Iwouldusemoretechnologyandmakeprojectsonlinetointegratetechnologyinto
education.IpersonallydisagreewiththeideaofreplacingcomputerswithiPads.