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:__Hakan Orak__________________

Date: __September 25, 2016____

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.

INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):
How does training school administrators affect their use of a new technology and the use
of this new technology by teachers?
Purpose of the research:
This study intended to answer: What is the impact of training on school administrators
use of iPads and on their beliefs regarding how teachers should use iPads? And are
there any differences in school administrators responses based on gender, age, years of
experience, degree, school classification and size?
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
51 school administrators from a public charter school network group.
Procedures:
Pre-survey, Training, Post-survey:
Training was designed based on feedback from participants and delivered
through an interactive webinar session.
Technical support was given via email and phone.
Data Collection Methods/Data Source:
A post-survey was conducted to see any changes after the training.

Data Analysis:
The survey responses were reported as frequencies and paired sample t-test
data analysis was conducted to see the differences. Additionally, a one-way
ANOVA test was conducted to see any differences between administrators based
on gender, age, experience, education, school classification and size.
RESULTS
Findings or Results (or main points of the article):
The data analysis is categorized into five main groups:
1. Demographic and contextual data: Average age 34.16, average experience 8.45,
average admin experience 2.04, etc.
2. Impact of training: Use of iPads for Administrative tasks and organization in
professional duties: iPad knowledge and skills increased with training, Eduphoria
the most used application, Best features: being mobile, touchscreen, etc.
3. Impact of training on school administrators beliefs regarding how teachers
should use iPads in the classroom: Increased belief in iPads replacing computers
in the future.
4. Differences in participants responses by their demographic and contextual data:
Differences between K-12 and K-8&K-5 administrators.
5. Evaluation of training process: Google drive, Google calendar, Dropbox, and
Google tasks (in order) were selected as the most useful applications after
training. Also, administrator wanted to receive more training.
DISCUSSIONS
Conclusions/Implications (for your profession):
-The relatively young age of participants may have brought positive results. There
was no significant difference based on the other factors such as gender, experience,
etc.
-Ipads have the potential to help school administrators become more visible.
-Training had a positive effect on the development of iPad skills and knowledge of
the administrators.
-Administrators see iPads as effective tools for administrative tasks and personal
organization.
-Majority of the administrators (more after the training) believe that iPads will replace
computers in the future.

Conclusion: Sufficient and ongoing training is necessary for administrators in order

to be technological leaders.

REFLECTIONS

Students Reflections (changes to your understanding; implications for your

school/work):
I agree with the findings of this study. Administrators should be comfortable with the
technology in order to be technological leaders. This can happen with training and
consequently increased usage of technology tools by administrators.

Administrators can increase instructional usage of technology tools by teachers if

they use them. Otherwise, they cannot promote them. Administrators should set
examples for the teachers. Additionally, even though administrators are not
technology specialists but they are instructional leaders. Thus, they can increase
technology usage as much as their familiarity with the technology tools.
In conclusion, an administrator, who cannot use technology tools comfortably, cannot
be a technological leader. This administrator will not survive in the 21 st century.