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Date: 10/17/15
Dogan, B., & Almus, K. (2014). School Administrators Use of iPads: Impact of Training
and Attitudes Toward School Use. Computers in the Schools, 31(3), 233250.
doi:10.1080/07380569.2014.932660
INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):
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?
Purpose of the research: Examining how school administrators use iPads for their
professional duties and the potential effects on their work-related tasks and personal
organization and examining the impact of receiving specific iPad training on school
administrators` attitudes toward iPad use.
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:
RESULTS
Findings or Results (or main points of the article): 1-Analysis of demographic and
The average age of school administrators who participated was 34.16 years.
When school administrators were asked whether they thought that computers used
in courses would be replaced by iPads in the future, 76.47% of the participants in
pre-survey and 86.49% in post-survey responded yes.
The analysis of a question asking how school administrators would like to see
their teachers using iPads in the classroom revealed that there were slight
increases between the pre- and post-survey in the following responses: using
iPad for class communication (e-mail, messaging, contacting parents, etc.)
(11.59% vs. 13.22%)
making specific applications (created by the teacher) that might help students
(10.30% vs. 12.07%);
using specific applications (created by others) that might help students (15.88%
vs. 16.67%)
DISCUSSIONS
Conclusions/Implications (for your profession): School administrators in K5
reported their level of iPad skills and knowledge higher than administrators of K8 and
K12 schools. Furthermore, administrators in K-12 schools reported significantly lower
level of iPad skills and knowledge than administrators of K-5 and K-8 schools regardless
of age, years of experience in school administration and in education, highest degree
attained, school size, or gender, school administrators responded similarly to items in this
study. The familiarity of participants with the iOS operating system indicated that
participants in this study had the basic competency required to use iPads prior to the
training. A majority of school administrators reported that they used specific iPad
applications for work-related purposes in this study. School administrators in this study
reported valuing the iPads mobility, the touchscreen, and the ability to use various
application features for work related purposes 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 advance. These results suggest that, the training process had a positive
effect on the development of iPad skills and knowledge of the school administrators.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
I think these result was expected. There is no big surprises in the study except only
surprise was that when I learned the results from survey about K-5 administrators are
more engaged than K-8 and K-12 administrators regardless of gender, age, years of
experience in school administration , and education , highest degree attained , school
classification or school size. Because by improving technology, administrator always try
to learn and teach something new for the students. In addition, technology is pretty useful
and time saver. I believe that administrators try to do a lot of things in a short time period
using new technology such as iPad help them to save time for improve school quality.
Furthermore, using these kind of latest technology is increase personal organization and
their duties in the school.