Professional Documents
Culture Documents
Date: 10/18/2015
significant difference on the item measuring the self-reported level of iPad skills and
knowledge by the school classification, F(3,47) = 3.23, p = 0.03, 2 = 0.17
School administrators were further solicited to evaluate the training process that they
participated in during the study. A majority (81.08%) responded that they would like to
continue receiving training and resources on the use of iPads for administrative tasks
and teaching. Furthermore, 48.65% of participants found the training session and the
resources provided afterward very useful, followed by 43.24% finding them useful,
and 8.11% finding them somewhat useful.
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. Overall, there
were increases in the frequency of school administrators use of the iPad for
administrative tasks and personal organization in all measured areas. Specifically, the
increases in task delegation, organization, calendar, document sharing,
researching through Internet, and using specific applications for my work areas were
statistically significant. Overall, these results were in alignment with Winslow et al.
(2012) in which school principals also believed that iPads provided measurable
productivity gains in school administrator tasks. Almost all school administrators prior to
or after this study reported that they would like to see their teachers using iPads for
classroom teaching. Specifically, administrators wanted to see their teachers project and
stream lessons or presentations from their iPads, use specific iPad applications that may
help students, and use their iPads for class communication. In addition, school
administrators desired to see teachers using iPads in the aforementioned areas more
after completing the training process. The majority of school administrators believed that
iPads would be replacing computers in the future. This belief was more prevalent in
school administrators who completed the training process. These results suggest that
school administrators in this study had positive views regarding the potential of iPad
current and future use in the classroom by teachers. The encouraging position of
principals regarding iPad use may contribute to the successful implementation of iPads
in the school, as principals are the instructional and technology leaders of their schools
(Dawson & Rakes, 2003; Lashway, 2002; McLeod, 2008).
REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
This study shows that principals as an educational leaders can enhance the technology
usage by being a role model. Because IPADs are easy to carry everywhere it helps the
teachers and principals to reach all information in or outside classrooms. The
stakeholders improve their educational knowledge with provided technology tools and
students can have meaningful learning environment with technology. There are many
resources that all educators reach and implement those in their lesson plans. However
searching all the information when they needed might be a time consuming, many
people are using those apps or information and if they give a short training and an
ongoing support might help them to increase the willingness of the learners. For instance
if I ask my students to learn every topic that I am teaching from internet they will spend
many hours on it may not learn anything. However if I teach them in class and show
them what they can search to strengthen their skills, I will facilitate them to responsible
for their own learning. As a result according to the demands of technology in education
principals and teacher should increase adaptation of technology for education purposes
and help new generation how to use technology for effective and meaningful learning.
The students might know how to use technology in general but they dont know to
implement it in their education. Therefore we as educators take place to empower the
technology usage in our own professional lives and our students educational lives.