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North American University

Education Department
M.Ed. in Educational Leadership / M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education

Name: Melike Koc Date: 06/04/2017

Cite the reviewed article in APA format:
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

Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):
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?
Purpose of the research:
The main purpose of this study to see how powerful is the impact of receiving iPad
training on school administrators attitudes towards iPad use in their professional lives
and in the classroom by teachers.


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

assistant principals) working in one of the largest public charter school systems. While
58.8% (n = 30) of the pre-survey participants were male, 41.2% (n = 21) of the
participants were female.

Procedures: Pre and post survey (online through the survey submission system), a
training session.
Data Collection Methods/Data Source:
Webinar sessions are organized to fulfill the training session for participants. During the
training, there are some topics that help to improve iPad skills and use certain workflow,
note-taking, calendar, productivity, file-sharing, remote-desktop, presentation, and
screen-sharing applications covered specifically from a principals perspective.

Data Analysis:
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.

Participants were asked to rate their iPad knowledge and skills prior to and after
completing the training process. While 31.37% rated themselves as a beginner in their
iPad skills and knowledge, 64.71% of participants rated themselves as intermediate,
and 3.92% of the participants rated themselves as advanced prior to the study. 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. These results suggest that,
overall, the training process had a positive effect on the development of iPad skills and


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

There are 5 groups of data results:
Analysis of demographic and contextual data;
Impacts of the training process on school administrators use of iPad and iPad
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);
Evaluation of training process.


Conclusions/Implications (for your profession):

There are a couple conclusions from the research that we can draw. First majority of
participants believe that the iPad has a number of unique features that provide for
interesting possibilities in teaching and learning. No matter what age they are in or
experience they have had (highest degree earned, school size, or gender, school
administrators), the responses are almost the same. School administrators believed that
iPads were effective tools for administrative tasks and personal organization as well as
them thinking task delegation, organization, calendar, document sharing,
researching through Internet, and using specific applications for my work segments
of Ipad is the most useful side of using in the classrooms or workflow. Overall,
participants believed that iPads provided measurable productivity gains in school
administrator tasks.


Students Reflections (changes to your understanding; implications for your

I also believe that Ipad or any type of technology usage in the classroom helps to increase
and improve the communication. It literally makes education become alive. Not only
school administrators or teacher get the benefit from such technologic device, but it also
helps children have the endless access to valuable information to learn better in the
classrooms. The main benefit that everyone utilizes is to receive instant feedback after the
assessments and assignments. It used to be an old version paper- based class works and
wait teacher to grade it and give you the feedback. With the help of Ipad and millions of
interactive games and quizzes inside, everyone save time and comprehends on a timely