School Administrators Use of iPads: Impact of Training and Attitudes Toward School Use

North American University

Education Department
M.Ed. in Educational Leadership and M.Ed. in Curriculum and Instruction
EDUC 5324
Name: Emrah Akay

Date: 07/10/2015

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):

I. What is the impact of the training process on school administrators use of iPads
for administrative tasks and personal organization in their professional duties?
II. What is the impact of the training process on school administrators beliefs
regarding how teachers should use iPads in the classroom?
III. 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)

Purpose of the research:

The purpose of the research is to find out how school administrators use iPads for their
professional duties and the potential effects on their work-related tasks and personal
organization.

METHODOLOGY

What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants: Elementary and secondary administrators.

Procedures: They got a survey on the impact of receiving iPad training on school
administrators attitudes towards iPad use in their professional lives and in the classroom
by teachers.
Data Collection Methods/Data Source: Surveys, two survey instruments as a
mechanism to collect data, which were administered online through the survey
submission system hosted at the universitys server.
Data Analysis: T-test, ANOVA, and SPSS used to conduct data analysis.
Demographic and Contextual Data
A descriptive analysis of the demographic and contextual data for the pre-survey
participants was conducted. The average age of school administrators who participated
was 34.16 years. The average years of experience in education were 8.45, and the average
years of experience as a school administrator was 2.04. The average school size of
participants was calculated as 618.50.
All participants in this study owned an iPad. While 27.45% of participants purchased
their own iPads, the majority of the iPads (72.55%) were given to school administrators
by their school district. While all participants used Microsoft Windows Vista, 7, or 8 as
their computer platform, 52.94% used the iPhone (iOS) as their mobile platform,
followed by Android (37.25%), BlackBerry OS (1.96%), and other (7.84%). The majority
of participants schools were classified as elementary, middle, and high school (K12)
(62.75%), followed by elementary and middle school (K8) (19.61%), middle and
high school (612) (9.80%), and elementary (K5) (7.84%). Participants were also
asked in the pre-survey about the highest level of education that they had attained.
According to the results, 50.98% of school administrators held a bachelors degree and
49.02% held a masters degree. (Dogan, Almus, 2014)

RESULTS
Findings or Results (or main points of the article):

The data analysis of this study is categorized into five main groups: analysis of
demographic and contextual data; impacts of the training process on school
administrators use of iPad and iPad applications; impacts of the training process on
school administrators beliefs regarding how teachers should use iPads in the classroom;
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); and evaluation of training process.
(Dogan, Almus, 2014)

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. Overall, there
were increases in the frequency of school administrators use of the iPad for
administrative tasks and personal organization in all measured areas. Specifically, the
increases in task delegation, organization, calendar, document sharing,
researching through Internet, and using specific applications for my work areas were
statistically significant. Overall, these results were in alignment with Winslow et al.
(2012) in which school principals also believed that iPads provided measurable
productivity gains in school administrator tasks. (Dogan, Almus, 2014)
School admins would like to see their teachers using IPads for lecturing and they also

want to see their teachers project and stream lessons or presentations from their iPads,
use specific iPad applications that may help students, and use their iPads for class
communication.

REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work): I firmly agree with the research result because I have been working as a

science teacher for 5 years and last three years school admins provided IPads for teachers
and other technology devices for teachers use in class time. I saw that younger teachers
are more interested in using IPads or other technology tools than old ones. I think school
admins should provide more opportunity for all teachers in order to have highly qualified
staff and successful school. As an active IPad user in class time I would highly
recommend all teachers use IPads in their teaching because the research results suggest
that school administrators in this study had positive views regarding the potential of iPad
current and future use in the classroom by teachers.