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The data analysis of this study is categorized into five main groups:
(1)Analysis of demographic and contextual data:
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(2)Impacts of the training process on school administrators use of iPad and iPad applications:
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Participants were asked whether they used specific iPad applications for work-related purposes:
(66.67%) of the school administrators used specific iPad applications for work-related
purposes and they named Eduphoria as the most commonly used iPad application.
Participants were asked about the best feature of iPad in their experience :
(20.88%)touchscreen
(9.89%) connectivity
(7.69%)camcorder feature
Participants were asked to rate their iPad knowledge and skills prior to and after completing the
training process:
Befor the training (31.37%) rated themselves as a beginner in their iPad skills and
knowledge, (64.71% )as intermediate, and (3.92%) as advanced . After completing
the training process, the percentage of participants rating themselves as intermediate
(70.27%) and advanced (10.81%) increased and the percentage of participants rating
themselves beginner (18.92) decreased.
Participants were asked to measure what type of applications school administrators use the most
on their iPads for work-related purposes
Education was the modal response (23.84%)
Communication and books and reference (11.92%)
In the post-survey
Education related applications were again the most selected response (23.62%)
Communication (12.60%)
Books and reference (12.60%)
productivity (4.64% in pre-survey vs. 7.87% in post-survey)
tools (5.30% in pre-survey vs. 7.87% in post-survey) related iPad applications
Other measured types of applications included games, business, comics,
entertainment, finance, health & fitness, media and video, news & magazines,
photography, social, travel and local, and weatherall yielding less than 5% in
the post-survey.
Data analysis of the item, I believe that iPads are effective tools for principals regarding
administrative tasks and personal organization,
The results suggest that the overall training process in this study had a statistically
significant effect on participants beliefs about the effectiveness of iPads as a tool for
administrative tasks and personal organization.
The analysis of the question measuring the frequency of how school administrators responded to,
I use my iPad for administrative tasks and personal organization in following areas, in the presurvey
The results suggest that there were overall increases in the mean scores of post-survey
responses for participants.
(3)Impacts of the training process on school administrators beliefs regarding how teachers should use
iPads in the classroom:
The results of their opinions regarding how teachers should be using iPads in the classroom:
(98.04%)in pre-survey and (97.30%)in post-survey would like to see their teachers
using iPads for teaching in the classroom.
The results of whether they thought that computers used in courses would be replaced by iPads in
the future:
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%);
(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):
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There was a significant difference on the item measuring the self-reported level of iPad skills and
knowledge by the school classification, F(3,47) = 3.23, p = 0.03, 2 = 0.17 (Table 3). Post-hoc
comparison using the least square difference (LSD) procedure indicated that the mean score for
the K12 school level (M = 1.59, SD = 0.50) was signify- cantly different from the K5 level (M =
2.25, SD = 0.50) and the K8 level (M = 2.00, SD = 0.50) at the p < .05 significance level (Table
4).
The results of the question Which iPad applications they found most useful among those
highlighted in the training session and post training resources?
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 effect the successful implementation of iPads by
teachers and students.
REFLECTIONS
The most frustrating situation can be the implementation of a new technology without providing
meaningful and consistent professional development. Administrators should be wise to such