JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership and M.Ed. in Curriculum and Instruction
EDUC 5324
Name: Nihat CELIK

Date: 7/4/2015

Cite the reviewed article in APA format:

Waxman, H., Boriack, A., Yuan-Hsuan, L., & 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 principals' view of the significance of innovation? Do principals' view of

innovation vary by years of experience and sexual orientation?

Purpose of the research:

The research tries to reflect that school principals play a key role in determining whether
or not technology is integrated in their schools. In order to encourage the integration of
technology in schools, the International Society for Technology in Education (ISTE)
developed the National Education Technology Standards (NETS) for students, teachers,
administrators, technology coaches, and computer science teachers (ISTE, 2009).

METHODOLOGY

What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

A sample of 311 principals from a large metropolitan area in the southwest region of the
U. S. responded to a questionnaire that addressed public school principals perceptions
related to the major functions of technology in their schools. 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.
Mainly, the questionnaire was answered by admins/principals but students, teachers,
technology coaches, and computer science teachers were discussed in the research
Participants:
Fundamentally, the poll was replied by administrators/principals however pupils,
educators, innovation mentors, and software engineering instructors were
examined in the exploration
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 US. In a metropolitan area 311 principals were asked to take the questionnaire. The
principals were grouped by their experience and genders. Because these factors have
influence of different answers to the questionnaire. The survey-makers asked questions
about technology integration into schools. If schools have technology, how admins,
teachers or students will take advantage of it. How education product could have more
quality. These are the possible questions and discussed items.
Data Collection Methods/Data Source:
Data were collected through observations; documentation (i.e., handbooks, technology
policies, and lesson handouts); and interviews with teachers, staff, and students.

Data Analysis:

A number of 126 male and 184 female principals from a large metropolitan area in the
southwest region of the U. S. responded to a questionnaire that addressed public school
principals perceptions related to the major functions of technology in their schools. In
order to encourage the integration of technology in schools, the International Society for
Technology in Education (ISTE) developed the National Education Technology
Standards (NETS) for students, teachers, administrators, technology coaches, and
computer science teachers.
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
(Cohens kappa = .94).
Principals reported that the major functions of technology were: (a) communication, (b)
instruction, (c) data sharing and management, (d) a resource, (e) administrative tasks, and
(f) student learning.
Male principals felt that technology was used as a resource and for administrative tasks
more than female principals. Furthermore, principals with 12 or more years of experience
perceived that technology was used for instruction, data sharing and management, and
administrative tasks more than principals with less than 12 years of experience. These
results indicate that both gender and years of experience influence how principals
perceive the functions of technology in their schools. This could affect the technology
leadership of principals, which may influence the success of technology implementation
in schools

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

Table 2. Principals Perceptions of the Major Function of

Male

Female

Technology by Sex Major Function of Technology

(n=126)
(n=184)
Communication
32.5 %
35.9 %
Instruction
32.6 %
24.6 %
Data sharing and management
15.0 %
15.2 %
Resource
15.9 %
13.6 %
Administrative tasks
12.0 %
8.7 %
Student learning
7.2 %
11.5 %
As indicated by Table2 sex varies from one another altogether of diving last four
information.
Table 3 Principals Perceptions

0-3

4-7

8-11

12-15

> 15

of the Major Function of

Yrs.

Yrs.

Yrs.

Yrs.

Yrs.

Technology by Years of

(n=104)

(n=82)

(n=55)

(n=32)

(n=31)

38.5 %
24.1 %
10.6 %
21.2 %
6.7 %
9.6 %

32.9%
30.4%
18.3%
7.3 %
12.2%
14.6%

30.9 %
23.6 %
14.6 %
9.1 %
3.6 %
3.6 %

28.1 %
31.3 %
21.9 %
12.5 %
15.6 %
12.5 %

35.5 %
38.7 %
19.4 %
25.8 %
19.4 %
6.4 %

Experience Major Function of

Technology
Communication
Instruction
Data sharing & Management
Resource
Administrative tasks
Student learning

As indicated by Table 3 the principals with 0-11 years encounters chose innovation was
utilized for correspondence first and guideline second. The principals with 12 years
encounters or more picked that innovation was used for gu ideline first and
correspondence second.

DISCUSSIONS

Conclusions/Implications (for your profession):

The examination concentrates on an exceptionally vital purpose of today`s instruction

framework. Since it is talked about that classrooms will turn out to be more innovation
coordinated and all staff of schools must be more nerd. To manage issues, set school for
better instructive item, lead staff and so on principals must assume the key part and be
more instructed/dependable then others in schools. There are a few components and they
impact innovation utilization in schools. A few principals use it as a device for school
issues, for example, taking participation, correspondence etc. Yet, some of them
incorporate it into classes and attempt to discover a way how contribute more into
training. Principals conduct initiative of schools. Incorporation of innovation must be
begun with them.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):

I have the impact that the length of experience fabricates perspective of advancement use
in preparing alters from correspondence to course which is uncommonly regarded to
investigate later on all together not to experience same ways. One of the conceivable
gaining is an incredibly valuable undertaking before happening to utilize and I have
picked up an accommodating data that transforming into a mechanical power urges to set
up development usage school society.

References:
Waxman, H. C., MacNeil, A., & Lee, Y. H. (2006, November). Principals
perceptions of successful school leadership. Paper presented at the annual
convention of the University Council of Educational Administration, San
Antonio, TX.

Yu, C. & Durrington, V. A. (2006). Technology standards for school

administrators: An analysis of practicing and aspiring administrators
perceived ability to perform the standards. NASSP Bulletin, 90, 301-317.