Beruflich Dokumente
Kultur Dokumente
Date: 7/11/2015
Bulent Dogan & Kadir Almus (2014) School Administrators Use of iPads: Impact of
Training and Attitudes Toward School Use, Computers in the Schools: Interdisciplinary
Journal of Practice, Theory, and Applied Research, 31:3, 233-250, DOI:
10.1080/07380569.2014.932660
INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is the theoretical
background or overarching theme):
The article was conducted to focus on school administrators use of iPads for school
administrative tasks and personal organization in their professional duties and make
research on the school administrator to see how often do they use iPad for their duties and
how much do they know how to use this technology. The participants consisted of the 51
elementary and secondary school administrator been chosen from largest public school
system in southwestern state. Administrator responded questionnaire that addressed
school administrates perception related to the major function of technology (iPad) during
their duties. This article make sense to us, using technology as like iPad reduce your
work effort during your school duties and also this encourage administrator to requested
teacher to use in classroom
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?
This researchs purpose is figure out what is impact of the training process of school
administrators use iPad for administrative tasks and personal organization in their
professional duties and do they beliefs regarding how teacher should use iPad in the
classroom? Do administrators perception of the technology differ by years of experience,
gender, age, highest degree attained, school classification, and school size?
METHODOLOGY
What is the methodology for the research or approach used to understand the issue? Provide
information regarding the following:
Procedures: 51 subject were selected on the differ survey and were being asked
participants on the 2 different survey that one of them post-survey other one is presurvey. 120 participants took post-survey but only 51 one them owned iPad volunteered
to complete the pre survey that 58.8% (n=30) of the participants were male, 41.2%
(n=21) of them were female. Also 37 of pre- survey respondents completed the post
survey, yielding a response rate of 72.55%. 21 (56.76%) respondents in post survey were
male, and 16 (43.24%) were female. The administrators responses for the major function
of the survey were categorize into five main group: school administrators use of iPad and
iPad application, they beliefs regarding how teachers should use iPad in the classroom,
differences in participants responses by their demographic and contextual data (gender,
age, years of experience in school administration and education highest attained), school
classification and school size, and evaluation.
Data Analysis:
According to data analysis of the demographic and contextual data for survey participants
were conducted and age of survey participants were 34.16 years, the average years of the
experience in education was 8.45, the average years of experience in school administrator
was 2.04, and the average school size of participants was 618.50. End of the survey all
participant in this survey was owned an iPad that 27.45 % of participants purchased their
own iPads and the majority of the iPads 72.55% were given to school administrator by
their school district.
RESULTS
Findings or Results (or main points of the article):
We can sort the data analysis of this study into five principle bunches
1. Analysis of demographic and relevant information; effects of the preparation
school district.
52.94% used the iPhone (iOS) as their mobile platform,
Android platform was (37.25%),
Black-Berry was OS (1.96%),
Other was (7.84%).
The majority of participants schools were classified as elementary, middle, and
Professional Duties
School administrators were asked whether they used specific iPad applications
Analysis of the question, What is the best feature of iPad in your experience?,
Participants were asked to rate their iPad knowledge and skills prior to
use the most on their iPads for work-related purposes indicated that education was the
modal response (23.84%).
Other popular answers for this question were communication and books and
response (23.62%)
communication was (12.60%)
books and reference were (12.60%).
The same trend was observed for the remaining items in the post-survey, except
that there were increases in the participants responses with productivity
statement.
These results suggest that the overall training process in this study had a
statistically significant effect on participants beliefs about the effectiveness of
administrators responded to, I use my iPad for administrative tasks and personal
organization in following areas, in the pre-survey yielded mean scores
ranging from 2.57 to 3.84 (Table 2). Data analysis of the same item yielded
mean scores ranging from 3.32 to 4.00 in the post-survey. A mean scale score
close to the value 5 indicated that the participants always used their iPads
in the stated area
whereas a mean scale score close to the value 1 would indicate that the
vs. 16.67%)
projecting/streaming lessons/presentation to the iPad (17.60% vs. 18.39%).
Alternately, there were slight decreases between pre- and post-survey regarding
the number of responses selected for remaining items, such as, Requiring
Data
Neither the one-way ANOVA nor the t test revealed significant differences for the
item asking school administrators to rate their beliefs about iPads being effective
tools.
The same result occurred for the item measuring school administrators selfreported levels of iPad skills and knowledge, with the exception of school
classification.
There was a significant difference on the item measuring the self-reported level of
iPad skills and knowledge by the school classification
Participants were asked in the post-survey which iPad applications they found
most useful among those highlighted in the training session and post-training
resources. Google Drive storage and sharing files was the most selected
(16.55%)
Dropbox for storage and sharing files (13.67%)
Go Tasks with Google Tasks (10.07%).
When school administrators were asked in the post-survey which applications
they actually used among those highlighted in the training session and posttraining resources, Google Drive storage and sharing files was again the most
DISCUSSIONS
competency expected to use iPads before the readiness. The vast majority of school of
administrators reported that they used specific iPad applications for business related goals
in this study. Regarding the iPads' convenience, school chiefs reported the touchscreen,
and the ability to use diverse application highlights for business related purposes. Before
the readiness process, pretty much 68% of the school administrators evaluated their iPad
aptitudes and adapting as widely appealing to cutting edge. After the arrangement
methodology, school heads reported augmentations in their iPad capacities and data.
According to the eventual outcomes of the post-review, right around 80% of school
officials considered their iPad capacities and learning at the level of widely appealing to
critical edge. These results recommend that, all around, the arrangement strategy had a
helpful result on the change of iPad capacities and learning of the school heads.
Results in like manner demonstrated that applications in the "educational" class were
the most used sorts of iPad applications, trailed by "correspondence" and "books and
reference" going before the planning.
realizing iPads in the classroom. General delayed consequences of this study suggest that
all together for school chiefs to be productive in using iPads for master commitments,
especially for legitimate errands and individual affiliation, satisfactory and advancing
planning is recommended.
REFLECTIONS
It is seen that, the impact of the readiness change on school administrators` usage of iPads for
administrative assignments and individual relationship in their master commitments extended.
This lead to use iPads more for administrative assignments. Actually, I was expecting these
results, following these trainings help to indicate how components of iPads can be utilized.
Trainings impact on chiefs about instructors should use iPads more instructional activities along
these lines it has various applications introduced to rules. This will facilitate to climb engagement
of understudies as well. Supervisors similarly acknowledge iPads will be supplanted by
convenient workstations later on. The results are impressive, especially when I took in the results
from outline about K-5 officials are more attracted than K-8 and K-12 heads paying little mind to
sexual introduction, age, years of contribution in school association, and preparing, most
important degree accomplished , school game plan or school size.