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:_______Jack Lee__________

Date: ________10/18/2015_________

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, 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):
Investigating the impact of receiving iPad training on school administrators attitude
towards iPad use in their professional lives and in the classroom by teachers.
Purpose of the research:
1.
2.
3.

What is the impact of the training process on school administrators use of iPads for
administrative tasks and personal organization in their professional duties?
What is the impact of the training process on school administrators beliefs
regarding how teachers should use iPads in the classroom?
Are there any differences in school administrators survey responses based on
gender, age, years of experience in school administration and educational, highest
degree attained, school classification, or school size?
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 assistance
principals) working in one of the largest public charter school systems in a
southwestern state. 51 participants who owned iPads volunteered to complete
the pre-survey out of approximately 120 school administrators in the school
system. While 58.8% of the pre-survey participants were male, 41.2% of the
participants were female. Additionally, 37 of pre-survey respondents completed

the post-survey, yielding a response rate of 72.55%. 21 respondents in postsurvey were male, and 16 were female.
Procedures:
Participants were contacted by email through the school systems central office,
after securing approvals from the school district and the university. The initial
communication included information on the purpose, structure, and schedule of
the research study along with information on training and resources to be
provided throughout the spring semester of the 2012-2013 school year.
Participants were asked to complete consent forms prior to the study as required
by the school district and the universitys Institutional Review Board.
Data Collection Methods/Data Source:
Study components included a pre-survey, a training session on the effective use
of iPads for administrative tasks and personal organization, and a post-survey.
The study was conducted February through May 2013. There are 2 survey
instruments as a mechanism to collect data, which were administered online
through the survey submission system hosted at the universitys server.
The pre-survey was administered at the beginning of the spring 2013 semester
and post-survey was given at the end of the four-month study period. Both
instruments were reviewed for face validity by two education faculty members
and then were piloted using a group of school administrators in a local school
district. Surveys were finalized after the feedback on the pilot versions.
Demographic information collect 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.
Data Analysis:
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):
School administrators reported that iPads were effective tools for administrative tasks
and personal organization. Results also suggest that school administrators in this study
had positive views regarding the potential of iPads current and future use in the
classroom by teachers. Furthermore, the training process had a positive effect on the
school administrators development of iPad skills and knowledge.
DISCUSSIONS
Conclusions/Implications (for your profession):
Participants in this study were relatively young administrators (average age of 34.16)
with fewer number of years of experience in education (8.45 years in education and
2.04 years as school administrator) compared with other public schools in the state
where the study was conducted. This may be a factor in the positive reception of the
training activities in this study.
A majority of school administrators reported that they used specific iPad application for
work-related purposes in this study. According to the results, Eduphoria was the most
commonly used iPad application as reported by school administrators.
One of the traits of a strong school leader is the ability to be visible and get out of the
office (Principals Identify Top Ten Leadership Traits, 2008). School administrators in
this study reported valuing the iPads mobility. Thus, iPad as mobile devices may have
the potential to help school administrators become more visible.
Prior to the training process, almost 68% of the school administrators rated their iPad
skills and knowledge as intermediate to advanced. According to the results of the postsurvey, nearly 80% of school administrators considered their iPad skills and knowledge
at the level of intermediate to advanced. These results suggest that, overall, the training
process had a positive effect on the development of iPad skills and knowledge of the
school administrators.
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. Almost all school
administrators prior to or after this study reported that they would like to see their
teachers using iPads for classroom teaching.

Overall results of this study suggest that in order for school administrators to be
successful in using iPads for professional duties, especially for administrative tasks
and personal organization, sufficient and ongoing training is recommended. As
school administrators are seen as both the instructional and technological leaders of

their schools, receiving appropriate training would not only allow them to be efficient
in performing work-related tasks but also positively affect the successful
implementation of iPads by teachers and students.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
As I look through this study of school administrators use of iPads, I find the results are
very thoughtful and comprehensive. The analysis of the study has been divided into five
different sections as discussed above. For example: In the last section, evaluation of
training process, the results show that majority of school administrators found the
training useful, and they also desired ongoing training and resources on using iPads for
administrative tasks and teaching. Personally, I have to agree with statement. Based on
my teaching experience, teachers are often provided with great technological tools such
as Memo Pad, Smart Board, etc. However, we are given only little or no instruction on
how to integrate them into lessons. As results, most teachers will end up quit using those
technological tools, which is such a huge waste of the opportunity to advance the
teaching quality for teachers and learning experience for students into the next level.
Same as the result conclude by this study, I think that providing on-going training
opportunities will help school administrators success in using iPads, or any other
technological tools, for professional duties as well as implementing them in the
classroom.

References:
Dogan, B., & Almus, K. (2014). School Administrators Use of iPads: Impact of
Training and Attitudes Toward School Use.Computers in the Schools, 31(3), 233
250. doi:10.1080/07380569.2014.932660