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(1) The study examined principals' perceptions of the importance of technology and whether those perceptions differed by years of experience and gender. (2) A survey was administered to 310 principals, collecting both qualitative and quantitative data on how technology has impacted their schools. (3) The findings showed that principals perceived the major functions of technology as communication and instruction, and that perceptions varied depending on years of experience and gender, with more experienced principals seeing greater impact on instruction.

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69 views3 pages

Res Ass 1

(1) The study examined principals' perceptions of the importance of technology and whether those perceptions differed by years of experience and gender. (2) A survey was administered to 310 principals, collecting both qualitative and quantitative data on how technology has impacted their schools. (3) The findings showed that principals perceived the major functions of technology as communication and instruction, and that perceptions varied depending on years of experience and gender, with more experienced principals seeing greater impact on instruction.

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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: Samreen Sheraz Date: 09/24/17

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):
The present study specifically examines the following two research questions: (a) What
are principals perceptions of the importance of technology? (b) Do principals
perceptions of technology differ by years of experience and gender?

Purpose of the research:


The present study builds on the prior research and includes an open-ended, cognitive
interview question that allows for the examination of principals perspectives and 191
orientations toward technology. The present study focuses on principal characteristics
such as years of experience and gender. There have been relatively few studies that
have examined the influence of gender and experience on principals use of computers

METHODOLOGY

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

Participants: A convenience sample of 310 principals from a large metropolitan area


in the southwest region of the United States responded to a cognitive interview
questionnaire that asked principals about their perceptions regarding the importance of
technology for their schools. The sample consisted of 126 males and 184 females. A
range of years of experience was present with 104 participants having 0-3 years of
experience, 82 participants having 4-7 years, 55 participants having 8-11 years, 32
participants having 12-15 years, and 31 participants having greater than 15 years of
experience.
Procedures:

Data Collection Methods/Data Source:

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 principals certification course requirements,
students were trained on how to administer the instrument and required to interview a
specific number of current public school principals.

Data Analysis:

Interview questions
The survey instrument was designed specifically for this purpose and included both
qualitative and quantitative questions.
Only the data from the interviews was used. The interview questions were Has
technology had an impact in your school?" and "If so, in what specific ways has it
made a difference? 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.

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
Principals perceptions of the major functions of technology were examined by years
of experience: 0-3 years, 4-7 years, 8-11 years, 12-15 years, and more than 15 years.
The two major functions of technology with the highest percentage were
communication and instruction.
The highest percentage for principals with 0-3, 4-7, and 8-11 years of experience was
in communication (39%, 33%, and 31%, respectively) followed by instruction (24%,
30%, and 24%, respectively).
Principals with 12-15 and more than 15 years of experience had the highest percentage
in instruction (31% and 39%, respectively) followed by communication (28% and
36%, respectively).
DISCUSSIONS

Conclusions/Implications (for your profession):


These days technology is become an essential part of our life. The usage of technology
is growing day by day regardless of gender. The usage of technology in schools
enhance not only the students learning but also helps student to be involved and
connects all the students with different learning styles.

REFLECTIONS

Students Reflections (changes to your understanding; implications for your


school/work):
Integrating technology into the classroom is important in order to enhance students
learning experience and to make them more responsible. It is one of the biggest
responsibility of the principal to keep the school up to date and to make sure that
technology is readily available and performing correctly and the students are able to
access the most up-to-date information. Another responsibility is on schools is to
provide necessary trainings for the teachers. The results from this study presents the
major factors of technology which includes communication, instruction, data sharing
and management, resource administrative tasks, and student learning vary depending
on the number of experience of the educators as well as the gender. In my opinion, the
two most important aspects are communication and the instruction. The key to every
successful classroom is to how an educator communicate to the students and how much
clear your instructions are. It also helps to increase their self-esteem and confidence.

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