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    1) The study examined principals' perceptions of the importance of technology in schools and whether those perceptions differed by years of experience and gender. 2) 310 principals were surveyed about how they use technology in their schools. The most common uses were for communication (34.5%) and classroom instruction (27.7%). 3) Female principals were more likely than male principals to say technology is used for student learning. Principals' views varied depending on their experience and gender.

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    1) The study examined principals' perceptions of the importance of technology in schools and whether those perceptions differed by years of experience and gender. 2) 310 principals were surveyed about how they use technology in their schools. The most common uses were for communication (34.5%) and classroom instruction (27.7%). 3) Female principals were more likely than male principals to say technology is used for student learning. Principals' views varied depending on their experience and gender.

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    1) The study examined principals' perceptions of the importance of technology in schools and whether those perceptions differed by years of experience and gender. 2) 310 principals were surveyed about how they use technology in their schools. The most common uses were for communication (34.5%) and classroom instruction (27.7%). 3) Female principals were more likely than male principals to say technology is used for student learning. Principals' views varied depending on their experience and gender.

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    Article Review

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    1) The study examined principals' perceptions of the importance of technology in schools and whether those perceptions differed by years of experience and gender. 2) 310 principals were surveyed about how they use technology in their schools. The most common uses were for communication (34.5%) and classroom instruction (27.7%). 3) Female principals were more likely than male principals to say technology is used for student learning. Principals' views varied depending on their experience and gender.

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    of 3

    JOURNAL ARTICLE REVIEW

    North American University


    Education Department
    M.Ed. in Educational Leadership
    EDUC 5324: Technology For School Principals
    Name: Selcuk Bakir

    Date: 07/05/2015

    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):

    I-What are principals perceptions of the importance of technology?


    II-Do principals perceptions of technology differ by years of experience and gender?
    Purpose of the research:

    The purpose of this study is to understand how school principals point of view the
    significance of technology and its usage planning for their schools. In addition to other
    studies, this present study focuses on 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 (126 males, 184 females) from a large metropolitan area in the
    southwest region of the United States.
    A range of years of experience was present with
    o 104 participants having 0-3 years of experience,
    o 82 participants having 4-7 years,
    o 55 participants having 8-11 years,
    o 32 participants having 12-15 years,
    o 31 participants having greater than 15 years of experience (Waxman,
    Boriack, Lee, & MacNeil, 2013).

    Procedures:
    A psychological open ended interview survey that asked to get some information about
    principals perceptions regarding the importance of technology for their schools was
    administered.
    The survey instrument was outlined particularly for this reason and included both
    qualitative and quantitative questions.
    The survey 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 (Waxman, Boriack, Lee, & MacNeil, 2013)..
    Data Collection Methods/Data Source:
    During the interview quantitative and qualitative questions were made.
    Data Analysis:
    The responses from participant were read several times to enhance familiarity with the
    data. Afterwards, the data was coded into meaningful categories. After categories were
    defined, another researcher independently coded a 10% sample of responses to determine
    the consistency of the coding. Per Cohens kappa scale, the reliability was high enough,
    0.94.
    RESULTS

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


    The principals responses were categorized in the six main groups as for the major
    function of technology used in the school. You can find the itemized details for 310
    principals.
    1- 34.5% of principals responded that technology was used as a primary communication
    tool.
    2-27.7 % of principals responded that technology is used in the classroom instruction.
    3-13.6 % of principals responded that they use technology for data sharing and
    management purposes.
    4-14.5% of principals responded that technology is being used in their schools as a
    resource.
    5-10% of principals responded that they technology in the school to comply
    administrative tasks.
    6- 9.7 % of principals responded that technology is being used in their schools for student
    learning.
    When data divided by principals gender, there are couple differences between female
    principals and male principals. For example 11.5% of female principals responded that
    technology is being used in their school for student learning, unlike male principals
    school rate was 7.2%.

    DISCUSSIONS
    Conclusions/Implications (for your profession):

    Principals perceptions varied by their experience, gender, even if their educational


    philosophy about technology. Some principals use technology as a communication tool,
    some of them used as an academic resource or pedagogical help. In this study, I learn
    principals can use technology in many different ways. I feel that school principals, as a
    campus academic leaders, need to improve them for the use of technology to be a good
    role model. We should add more funding for school internet infrastructure to support
    better education. School leaders should be aware of school safety also. For the tenure
    principals, even if they are experienced, they still need more training for this area.
    REFLECTIONS
    Students Reflections (changes to your understanding; implications for your
    school/work):

    Being a campus leader, we need to learn how we can implement technology more
    efficient way. We need to make sure, our technology infrastructure aligned with our
    academic needs. As a school leader we can use technology in an administrative purpose.
    In addition to this, we need to be a good role model for our teachers. This technology
    allow them to save time and offer information in different way to support multiple
    intelligence. My school is already familiar many online forms (Google Docs, etch...),
    Surveys (Survey monkey) and materials.

    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, 187-196.

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