Article Review 2
Article Review 2
Article Review 2
Date: 7/8/2015
Dogan, B., & Almus, K. (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 purpose of this research was to study the impact of the iPad usage training received
by school administrators on the actual use of the iPads in their professional lives and the
usage of iPads in the classroom.
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:
Participants:
School administrators (principals and assistant principals) from one of the largest public
charter school systems. Fifty-one participants who owned iPads volunteered to complete
the pre-survey out of approximately 120 school administrators in the school system
(Dogan & Almus, 2014, p. 236). There were 30 male participants in the pre-survey and
applications;
3. Impacts of the training process on school administrators beliefs regarding
how teachers should use iPads in the classroom;
4. 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);
5. Evaluation of training process.
RESULTS
Findings or Results (or main points of the article):
The results of the study suggest that providing ongoing training opportunities may help
school administrators success in using iPads for professional duties as well as
implementing iPads in the classroom.(Dogan & Almus, 2014, p. 247).
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 (Dogan & Almus,
2014, p. 246).
The results of this study suggest that the school administrators do not only believe that
iPad is an effective tool in general, but they were able to use it specifically for school
related tasks. They also agreed that they wanted to see teachers use them for teaching.
They realized that for iPads to be used effectively proper training is required.
Therefore, essential elements of effective iPad usage in schools seem to be as follows:
- iPad provision to all teachers and administrators.
- Training of school administrators on iPad usage for school-related administrative
tasks and personal organization.
- Training of teachers on iPad usage for school-related tasks, personal organization
and teaching.
- Provision of on-going support and training to the teachers and administrators.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
I have been using the iPad issued to me by the school for the past 2 years. All of the
administrators on my campus were issued an iPad by our principal who believed it would
help us with our tasks and organization. The idea was great and I have been trying to use
it as much as I can, but I have observed that not everyone was as excited as we were and
some of us just kept it locked in the office drawer, preferring the office computer to the
iPad.
I strongly support the findings of this study regarding the need of training and support.
Campus leaders, if not trained properly and not using the tool they are trying to promote,
will not reach any positive results. Just the fact that we have an iPad does not mean our
work and organization quality has improved. Training and supervision is mandatory if we
want the iPads to be used effectively.
Reference;
Dogan, B., & Almus, K. (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