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: Ibrahim Ergoren Date: 12 July, 2019

Waxman, H. C., Boriack, A. W., Lee, Y. H., & MacNeil, A. (2013). Principals’

perceptions of the importance of technology in schools. Contemporary Educational

Technology, 4(3), 187-196.

INTRODUCTION

Research Questions (if research questions are not specifically mentioned, what is the

theoretical background or overarching theme):

What are the principals’ perceptions about importance of technology in schools?

Do principals’ perceptions of technology differ by years of experience and gender?

Purpose of the research:

Purpose of the research is to find out principals’ perspectives and orientations toward

technology and principal characteristics such as years of experience and gender.

METHODOLOGY
What is the methodology for the research or approach used to understand the issue?

Provide information regarding the following:

Participants:

310 principals from southwest region of the United States participated. 126 of them are

male while 184 are female. 31 participants have 15 or more years of experience, 32

participants have 12-15 years of experience, 55 of them have 8-11 years, 82 of them have

4-7 years, and 104 participants have less than 3 years of experience.

Procedures:

The questionnaire was administered by graduate students in the Educational Leadership

program at a major, urban doctoral-granting university located in the south central region

of the U.S. As part of the principal’s certification course requirements, students were

trained on how to administer the instrument and required to interview a specific number

of current public school principals. The survey instrument was designed specifically for

this purpose and included both qualitative and quantitative questions.

Data Collection Methods/Data Source:

Cognitive interview questionnaires were used as data collection method.

Data Analysis:

Analysis of the interview data began with a process of data reduction. The participants’

responses were read several times to become familiar with the data. The data was then

coded into meaningful categories. Once the categories were established, another

researcher independently coded a 10% sample of responses to determine the consistency

of the coding. The inter-coder reliability results revealed a high level of agreement.
 RESULTS

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

One-third (35%) of the principals indicated that technology was used as a primary

communication tool. Over one-quarter (28%) of principals responded that technology

was integrated in teachers’ classroom instruction. 14% using technology for data sharing

and management. 15% Using technology as a resource to find information. 10% used for

administrative tasks, such as taking attendance. 10% uses Technology for student

learning. When examining the major functions of technology by gender, the highest

percentage of males and females discussed using technology for communication (33%

and 36%, respectively). The next highest percentage of males and females felt that

technology was used for instruction (33% and 25%, respectively).

The two major functions of technology with the highest percentage were communication

and instruction.

DISCUSSIONS

Conclusions/Implications (for your profession):

Administrators’ acting as technology leaders, influence the teachers and students to

integrate and use technology more effectively. Principals should follow the changes and

development of technology to encourage teachers effectively to integrate technology, if

not even principals will have difficulties to use it. Technology should be part of every

future planning. Principals should make teachers believe that technology helps teachers

for instructional practice and to have successful lesson in class. The results from the
 present study suggest that principals view technology as important for carrying out

communication and instruction. They also see the importance of using technology for

data sharing and management, as a resource, for administrative tasks and for student

learning. This indicates that principals have a positive view of technology and are using

technology themselves.

REFLECTIONS

Student’s Reflections (changes to your understanding; implications for your

school/work):

It is a fact that technology in today’s world is a big part of human life. Almost every

activity has connection with technology. It was surprising that principals who have more

than 12 years of experiences are using technology for administrative issues, instruction,

data sharing, and management more than less experienced teacher. Before reading the

article my guess was opposite of this because young generation is more interested with

technology, schools and educational institutions need to include technology in their

vision and plan accordingly, then administrator will feel necessity about using

technology. Schools should provide funding and opportunities for principals to attend

technology training. This could increase their technology leadership and lead to better

implementation of technology in entire schools.

Reference:

Waxman, H. C., Boriack, A. W., Lee, Y. H., & MacNeil, A. (2013). Principals’ perceptions of

the importance of technology in schools. Contemporary Educational Technology, 4(3),

187-196.