Date of Award

2026

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Curriculum)

Department

Teacher Education

First Advisor

Dr. Anna Hart

Second Advisor

Dr. Michael Dentzau

Third Advisor

Dr. Kimberly Stokes

Abstract

Education is evolving through the integration of academic content and technology to support student success. Despite significant investments in educational technology, challenges persist in effective implementation, particularly in rural contexts where resources and support may be limited. Using the Technological Pedagogical Content Knowledge (TPACK) framework, the researcher investigated teachers’ perceptions of implementing the i-Ready adaptive learning platform in a rural Georgia school district. i-Ready, an adaptive diagnostic and instructional tool for reading and mathematics used by more than 25% of U.S. schools, represents a widely adopted educational technology that requires specific technical, pedagogical, and content knowledge for successful implementation.

The researcher examined challenges rural educators faced, including limited connectivity, inadequate training, varied attitudes toward technology, insufficient technical support, and limited professional development opportunities. The COVID-19 pandemic intensified these challenges by forcing sudden shifts to distance learning that highlighted disparities in technology implementation.

The researcher conducted this qualitative case study in a single rural Georgia school district and used photovoice, mind mapping, and semi-structured interviews with nine purposefully selected teachers over a 9-week period. The research question addressed teachers’ perceptions of their i-Ready implementation experiences in this rural context. The TPACK framework guided the study by addressing the intersection of technological knowledge, pedagogical knowledge, and content knowledge necessary for effective technology integration.

The findings revealed four themes. The themes focused on student learning and growth, instruction and pedagogy, assessment, accountability, and data, and technology and resources. Together, they offer valuable insights into the conditions of rural teachers need to implement adaptive learning platforms effectively.

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